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

Author

Listed:
  • Tz-Heng Hsu

    (Department of Computer Science and Information Engineering, Southern Taiwan University of Science and Technology, Tainan 71005, Taiwan)

  • Gwo-Jiun Horng

    (Department of Computer Science and Information Engineering, Southern Taiwan University of Science and Technology, Tainan 71005, Taiwan)

  • Aaron Raymond See

    (Department of Electrical Engineering, Southern Taiwan University of Science and Technology, Tainan 71005, Taiwan)

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.

Suggested Citation

  • Tz-Heng Hsu & Gwo-Jiun Horng & Aaron Raymond See, 2021. "Change in Learning Motivation Observed through the Introduction of Design Thinking in a Mobile Application Programming Course," Sustainability, MDPI, vol. 13(13), pages 1-13, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:13:p:7492-:d:588861
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    References listed on IDEAS

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    1. Jui-Che Tu & Li-Xia Liu & Kuan-Yi Wu, 2018. "Study on the Learning Effectiveness of Stanford Design Thinking in Integrated Design Education," Sustainability, MDPI, vol. 10(8), pages 1-21, July.
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