Change in Learning Motivation Observed through the Introduction of Design Thinking in a Mobile Application Programming Course

Abstract

Traditional teacher-centered teaching focused on classroom lectures has met numerous challenges in recent years, which has motivated teachers to make use of design thinking for their classes. This study made use of design thinking in an iOS programming course to find ways to improve the students’ critical thinking, learning motivation and solve practical issues through mobile APP development. In the program, students were required to answer situational motivation questionnaires before and after design thinking is implemented in the course. Results showed that the values of the Cronbach’s Alpha for the initial course expectation in both iterations were reliable. Subsequently, when students feel that the solutions are recognized and supported by other students and teachers in the course, there is an upward trend in the curves of their external regulation, identified regulation, and intrinsic motivation. This study successfully designed the course content and evaluation methods that have shown significant increase in the students’ motivation through the incorporation of design thinking in the mobile application programming course.

Formação pertinente de estudantes de educação a distância com o design thinking – estudo de caso na Universidad Técnica Particular de Loja - UTPL

“…A relação entre as fases do processo do design thinking e das atividades práticoexperimental planejadas do plano de ensino, se relacionaram na execução da disciplina de acordo com a figura 1. ISA et al 2019;HSIEH, 2020;HSU et al 2021).…”

“…Finalmente se apresentam os estudos que tratam sobre a complexidade do contexto e a necessidade de conhecê-la como tal para propor soluções efetivas. A base para a proposição destas soluções é, por tanto, a compreensão da complexidade do contexto em que se vive e como essa complexidade afeta o desenvolvimento dos conhecimentos por parte dos estudantes (McLAUGHLIN et al, 2019;VINTERE, 2019;HSIEH, 2020;HSU et al 2021;ACHARYA et al 2021).…”

¿Cuál es el estado del arte de la aplicación de Design Thinking en la educación superior? Una revisión de alcance de la literatura

“…There are different approaches regarding DT application. The most common uses are as a means for developing 21 st century students' skills and mindsets (Wright & Wrigley, 2019), for increasing learning motivation (e.g., Hsu et al, 2021), as a way to improve the curriculum from the perspective of designers (e.g., Crites & Rye, 2020), or for innovating educational systems (Tschimmel & Santos, 2019). Besides, there are also studies addressing design thinking from the perspective of design as a profession (e.g., Gero & Milovanovic, 2020).…”