Pedagogical Design Matters: Integrating Engineering Design and Knowledge Building for Undergraduates to Practice and Improve Computational Thinking Skills
Abstract
In this digitalized, data-driven era, developing computational thinking (CT) skills is crucial for individuals to interact with computers and leverage their computing capabilities. Engineering design processes provide students with a context for applying and developing CT skills. Knowledge Building/Creation is a pedagogical approach that supports students to improve design ideas and products continuously. However, how students apply and develop CT skills through the engineering design process remains unclear, especially in a knowledge-creation community. This study collected design reports and presentation slides from 62 undergraduate students working in 13 small groups. Through manual coding, GPT-4 multilabel classification and narrative analysis, we examined what and how CT skills were demonstrated in the reports and slides and how playing the roles of designers and users influenced undergraduates' design. We found that the participants demonstrated five CT skills with differing frequencies and needed more support in troubleshooting; they could improve their design across the three design iterations. Having users in mind during design made them intentionally design more complex products while considering the design requirements. The findings suggested the need to specifically support students to troubleshoot and provide and receive feedback to improve their design further and the feasibility of using GPT to analyze CT skills manifested in students' reports.
Authors: Gaoxia Zhu, Jason Fok Kow, Xiuyi Fan, Lin Su Chit, Yew-Soon Ong