Design Thinking Framework to Enhance Object Oriented Design and Problem Analysis Skill in Java Programming Laboratory: An Experience

Rajashekharaiah, K.M.M.; Pawar, Manjula K.; Patil, Mahesh S.; Kulenavar, Nagaratna; Joshi, Gopalkrishna

doi:10.1109/mite.2016.048

Cited by 9 publications

(12 citation statements)

References 5 publications

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“…This problem is referred as the students' conception of the term object as a simple record of a database. The students do not understand the aspect of behavior and variation as a function of the object's state (Hadar, 2013;Jordine et al, 2015;Karahasanović et al, 2007;Moons & De Backer, 2009;Moussa et al, 2016;Olsson & Mozelius, 2015;Rajashekharaiah et al, 2016;Sajaniemi et al, 2007;Sanders et al, 2008;Sheetz, 2002;Sheetz et al, 1997;Sien & Chong, 2011;Tegarden & Sheetz, 2001;Thomasson et al, 2006;Xinogalos, 2015;Yang et al, 2018). Difficulties related to understanding classes (D02).…”

Section: Identified Problemsmentioning

confidence: 99%

“…The students even refer to the difficulty in distinguishing between class and object. They generally assimilate class as a collection of objects, rather than an abstraction (Benander et al, 2004;Biddle & Tempero, 1998;Gorschek et al, 2010;Hadar, 2013;Hubwieser & Mühling, 2011;Karahasanović et al, 2007;Lewis et al, 2004;Moons & De Backer, 2009;Moussa et al, 2016;Musil & Richta, 2017;Nelson et al, 1997;Rajashekharaiah et al, 2016;Sajaniemi et al, 2007;Sanders et al, 2008;Sheetz, 2002;Sheetz et al, 1997, Sien, 2011, Sien & Chong, 2011, Tegarden & Sheetz, 2001, Thomasson et al, 2006Xinogalos, 2015;J. Yang et al, 2018).…”

Section: Identified Problemsmentioning

confidence: 99%

“…The students present difficulties when adopting the object-oriented paradigm, because their initial formative process is generally based on purely structural programming. The modular nature of the objectoriented paradigm is conceived as a challenge for educators, since in this process it is common for students to assimilate erroneous conceptions and to present problems in understanding and implementing object-oriented standards (Abbasi et al, 2017;Anniroot & de Villiers, 2012;Arif, 2000;Barr et al, 1999;Benander et al, 2004;Black et al, 2013;Cetin, 2013;Dale, 2006;Fedorowicz & Villeneuve, 1999;García Perez-Schofield et al, 2008;Hadar, 2013;Hosanee & Panchoo, 2015;Hubwieser & Mühling, 2011;Hundley, 2008;Jordine et al, 2015;Tahat, 2014;Karahasanović et al, 2007;Kunkle & Allen, 2016;Lewis et al, 2004;Mazaitis, 1993;Moussa et al, 2016;Nelson et al, 1997;Pei et al, 2010;Rajashekharaiah et al, 2016;Sajaniemi et al, 2007;Sanders et al, 2008;Seng & Yatim, 2014;Sheetz, 2002;Sheetz et al, 1997;Sien, 2011;Sien & Chong, 2011;Streib & Soma, 2010;Tan et al, 2014;Tegarden & Sheetz, 2001;Thomasson et al, 2006;Turner et al, 2010;Xinogalo...…”

Section: Identified Problemsmentioning

confidence: 99%

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Ranking of problems and solutions in the teaching and learning of object-oriented programming

2022

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This study describes the most relevant problems and solutions found in the literature on teaching and learning of object-oriented programming (OOP). The identification of the problem was based on tertiary studies from the IEEE Xplore, Scopus, ACM Digital Library and Science Direct repositories. The problems and solutions identified were ranked through the multi-criteria decision methods DEMATEL and TOPSIS in order to determine the best solutions to the problems found and to apply these results in the academic context. The main contribution of this study was the categorization of OOP problems and solutions, as well as the proposal of strategies to improve the problem. Among the most relevant problems it was found: 1) difficulty in understanding, teaching and implementing object-orientation, 2) difficulties related to understanding classes and 3) difficulty in understanding object-oriented relationships. After doing the multicriteria analysis, it was found that the most important solutions to face the problems found in the teaching of OOP were: 1) use of active learning techniques and intrinsic rewards and 2) emphasize on basic programming concepts and introduce the object-oriented paradigm at an early point in the curriculum. As a conclusion, it was evidenced that there is coherence between the literary guarantee that gives support to the problems and solutions in the teaching of OOP presented in this study and the approaches that experts in the area of development highlight as relevant when they identify weaknesses in the process.

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Section: Identified Problemsmentioning

confidence: 99%

Section: Identified Problemsmentioning

confidence: 99%

Section: Identified Problemsmentioning

confidence: 99%

See 1 more Smart Citation

Ranking of problems and solutions in the teaching and learning of object-oriented programming

2022

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“…In addition, students enjoyed the course, as the design thinking is a hands-on approach with activities that appeals to engineering students and provides engagement. The work presented in (Rajashekharaiah et al, 2016) describes the use of design thinking in a second year object oriented programming course to enhance students' skills in problem analysis and object oriented concepts. The authors describe the lab experience of the course in which a design first then implement later approach to software development was adopted.…”

Section: Related Workmentioning

confidence: 99%

Fostering Creativity, Innovation and Problem-Solving Skills by Incorporating Design Thinking in an Introductory IT Course: Students’ and Faculty Perceptions

Al-Yahya¹,

Ouertani²,

Bayoumi³

2021

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The IT job market demands graduates equipped with skills necessary for the new digital era. These skills include complex problem solving, critical thinking, and creativity. To provide the students with the necessary experience and the opportunities to practice these skills to be ready for the job market, we present the design and evaluation of an introductory course in the IT Bachelor program at King Saud University. The course introduces students to the IT discipline and provides an opportunity to experience problem solving and engage in activities which foster creativity and innovation using design thinking methods. In this paper, we present the design of the course, its content and structure, and an evaluation of the course over the period of two semesters. Student and faculty surveys were used to collect the data, and quantitative and qualitative methods were used for data analysis and evaluation. The results of this study show that students enjoyed the course and were satisfied with the development of their knowledge and problem-solving skills using design thinking. Faculty also indicated that the course has helped students build solutions targeting real world problems, and enhanced their problem solving and creative thinking skills.

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“…The students' learning experience was shown to benefit the design thinking disposition [13]. Rajashekharaiah et al developed a modified standard "Design Thinking Framework" through structured enquiry assessment [14]. It shows that the students are able to use object-oriented concepts efficiently to solve problems, design solutions and perform better in the semester examinations.…”

Section: Introductionmentioning

confidence: 99%

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

2021

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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.

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Design Thinking Framework to Enhance Object Oriented Design and Problem Analysis Skill in Java Programming Laboratory: An Experience

Cited by 9 publications

References 5 publications

Ranking of problems and solutions in the teaching and learning of object-oriented programming

Ranking of problems and solutions in the teaching and learning of object-oriented programming

Fostering Creativity, Innovation and Problem-Solving Skills by Incorporating Design Thinking in an Introductory IT Course: Students’ and Faculty Perceptions

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

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