Hackathon for Learning Digital Theology in Computer Science

Abstract

Hackathon is an event where programmers and subject field specialists collaborate intensively in teams with the ultimate aim to create and design fresh ICT (information and communication technology) based solutions to a given task in a limited time. In this study, we analyzed students" perceptions and experience in a hackathon where they were to design a concept for an application aimed at people that are preparing for their own death. The hackathon was part of a Digital Theology (DT) course at the university for Computer Science (CS) students. 12 participated students were divided into three groups, where an assignment was presented to the groups to brainstorm and create a mock-up artefact suitable to tackle the challenge (assignment). By collecting data through questionnaires and interviewing the participants, we applied descriptive statistics rather than exploring into inferential statistics to analyze the data due to the limited number of students. In the end, the results show that the use of hackathon helped in achieving the learning goals of DT.The students expressed their satisfaction in the fact that it provided them with motivation to learn through practice. Also, students agreed that the event helped them to think collaboratively for a refined ideas. The overwhelming satisfaction expressed by the students goes to confirm that hackathon brings out the best creative skills from people through problem-solving.

Authentic leadership’s influence on ambidexterity with mediators in the South African context

“…[…] programmers and subject field specialists collaborate intensively in teams with the ultimate aim to create and design fresh ICT (information and communication technology) based solutions to a given task in a limited time (Kolog et al , 2016, p. 1).…”

Health profession education hackathons: a scoping review of current trends and best practices

“…Hacking in HPE interventions covered a wide range and multiple audiences. The majority of interventions targeted students (17 studies, 77.2%) [ 7 , 13 , 20 , 21 , 23 – 27 , 29 – 33 , 36 – 38 ]. Their field of education was reported differently including medicine, nursing, engineering, design, business, kinesiology, and computer sciences.…”

“…Also, they were undergraduates, postgraduates, residents, and post-docs. Ten interventions (45.4%) were designed for physicians [ 13 , 19 , 21 , 24 – 26 , 28 , 29 , 33 , 35 ]. Their field of practice was reported diverse including psychology, radiology, surgery, and in some cases not specified.…”

“…Eight (36.3%) studies focused on staff which included healthcare staff, employees of the university, nurses, care experts, and public health specialists [ 13 , 22 , 26 , 28 – 30 , 32 , 35 ]. Interestingly, nine of the hacking in HPE interventions (40.9%) welcomed specialists from other fields outside of health sciences and medicine [ 13 , 19 , 22 , 25 , 26 , 28 , 29 , 33 , 35 ]. Their field of practice was very diverse including engineers, theologians, artists, entrepreneurs, designers, informaticists, IT professionals, business professionals, industry members, data scientists, and user interface designers.…”

“…The half of interventions aimed to improve HPE (12 studies, 54.5%) [ 7 , 13 , 21 , 23 , 24 , 26 , 28 , 30 – 32 , 34 , 38 ], with a secondary emphasis on enhancing clinical or health care [ 19 , 22 , 25 , 29 , 33 , 35 – 37 ]. Two studies highlighted the improvement in entrepreneurship skills of health professions [ 19 , 20 ].…”