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This paper discusses the design of interactive gamified assessments for an introductory programming course based on the multimedia segmenting principle and gamification. The objective is to develop more engaging online programming assessments for low-achieving students. The general design follows Nielsen's design guidelines and incorporates Zaharias' usability evaluation framework with the motivation to learn. The methodology employed the Successive Approximation Model Version 2 (SAM2), comprising two key phases: preparation and iterative design. In the initial phase, a comparative analysis was performed to determine the design principles. The iterative design phase encompassed the application's design via storyboards, the development of the high-fidelity prototype, and users' reviews. A qualitative approach was adopted, involving a user-centred design (UCD) session through focus group discussions with 12 first-year students from the Diploma of Computer Science program, all of whom were low achievers in programming. The participants need to review and rate the prototype based on the scales of the usability recommendations, which are visual design, content design, navigation, interaction, gamification design, and multimedia design. The results from the UCD session revealed that all participants agreed with the usability recommendations integrated into the interactive gamified programming assessments, with the highest mean score of 5.00.

This study aimed to investigate grade-7 students' negotiation during the engineering design process regarding the students' status of argumentation training. The participants were 33 students studying at a public urban middle school in Turkey. They worked in small groups on four engineering design tasks about electricity and light. Data were collected through small group audio recordings, student worksheets, and the observation. The data were analyzed by using content analysis. The results indicated that negotiation patterns were similar across all groups. However, differences were found between the group that received argumentation training and the one that did not receive in terms of proposing ideas for material design, using justifications when in agreement with others, counter proposing and acquiring information for better planning and altering the design, and critiquing for design advantages and disadvantages.

This research aimed to 1) study the factors that affect third-year undergraduate students' creative thinking ability at Baise University, 2) develop an instructional model based on design thinking and brainstorming, 3) compare third-year undergraduate students' creative thinking ability before and after using the instructional model based on design thinking and brainstorming. The sample group was 45 third-year undergraduate students at Baise University. The research Instruments were 1) an interview form about factors that affect the development of third-year undergraduate students' creative thinking ability, 2) a questionnaire about factors that affect the development of third-year undergraduate students' creative thinking ability, 3) lesson plans, 4) a creative thinking ability test 5) an interview form about opinions on teaching 6) an observation form about students' behavior. This study analyzed quantitative data through descriptive statistics, frequency, percentage, means, and standard deviation. For dependent samples, t-tests were used to analyze the different scores of undergraduate students before and after using the instructional model. Qualitative data were analyzed through content analysis. The research results were 1) the factors affecting undergraduate students' creative thinking ability include environmental factors (family, school, and society) and personal factors (personality traits, motivation, attitude, and emotional state), 2) the four components of the instructional model are principle, objective, learning process, and result, 3) after implementing the instructional model, the post-test scores of undergraduate students' creative thinking ability significantly increased, with a statistical significance of 0.01.

Today's global challenges are characterised by rapid change. Adjusting to these changes, requires professionals to learn at pace, then rapidly adapt how they work. To support this need, professional development programmes have been designed as Massive Open Online Courses aimed at universal reach, large numbers, and knowledge transfer. However, focus on the scale and reach of knowledge transfer is not sufficient. Professional development programmes must extend beyond learning at scale by supporting professionals not only to learn new knowledge, but also to apply this knowledge to their work. Achieving this goal means taking into account the local context by combining knowledge learned on the programme with local knowledge, by reflecting on the role, and by planning how to adapt work practice and processes. This new focus is particularly relevant to areas of healthcare that are changing at pace. The global health challenge of antimicrobial resistance (AMR) threatens our ability to treat infections and achieve the UN's Sustainable Development Goals. Mitigating the impacts of AMR requires professionals across a wide range of roles to change how they work and there is widespread recognition of the need to provide learning opportunities for professionals to build capacity to tackle this challenge. Provoked by a funder's interest in 'developing a MOOC' to support capacity building for AMR surveillance, this paper investigates how we reconceptualise MOOCs as professional learning in rapidly changing contexts and how we combine 'learning at scale' with the need for professionals to adapt and apply knowledge. The paper presents the theoretical framework and methodological approach and offers reflections on key decisions concerning the design of 'Tackling Antimicrobial Resistance', a professional development MOOC designed as a collection of online modules aiming to support professionals to reflect on how the knowledge learned applies to their everyday practice. Although this study is contextualised within the global health challenge of AMR, these findings are likely to have applicability for the design of professional learning to support other global challenges.

Astronomy education is essential for STEM education in primary schools, and integrating engineering design-based science education enhances student engagement and achievement in the field of space science. Integrating engineering design into science education is essential for students to excel in astronomy and to meet the requirements of contemporary society. This study investigated the effect of engineering design-based instruction (EDBI) on the understanding of astronomy concepts among sixth-grade students. The study included a cohort of 37 sixth-grade students from a public school. It was carried out using a one-group pre-test, post-test experimental design. All participants received EDBI that was based on the objectives of the 6th grade "Solar System and Eclipses" unit. Statistical analyses were employed to ascertain the effect of astronomy instruction based on engineering design on students' comprehension of astronomy concepts. The results indicated a significant difference in the average scores of students' understanding of astronomical concepts before and after being taught using EDBI.

The purpose of this research was to employ the Research and Development (R&D) methodology to produce an educational innovation, called "Online Self-Training Program for Empowering Teachers' Learning to Develop Students' Design Thinking Skills", expected to be widely used among the schools that are the target population in disseminating the research results. This online self-training program consisted of two projects: (1) the development project for teachers' learning, consisting of seven self-training modules for teachers' learning, and (2) the project for teachers using learning outcomes for student development, consisting of a self-training module used as teachers' practice guideline. The experimental results of the first project revealed that the post-test scores of 16 teachers met the standard criteria of 90/90 and their post-test scores were significantly higher than the pre-test scores. The experimental results of the second project pointed out that the post-test scores of 300 students were significantly higher than their pre-test scores. The research results were, therefore, by the established research hypotheses, indicating that the effectiveness of the educational innovation was confirmed. As a result, it can be used to benefit teachers and students in schools that are the target population for disseminating research results.

This study proposes a hypothetical model combining the unified theory of acceptance and use of technology (UTAUT) with self-determination theory (SDT) to explore design professionals' behavioral intentions to use artificial intelligence (AI) tools. Moreover, it incorporates job replacement (JR) as a moderating role. Chinese-speaking design professionals in regions influenced by Confucian culture were surveyed. An analysis of 565 valid cases with AMOS (Analysis of Moment Structures) supported the structural model hypothesis. The model explains 52.1% of the variance in behavioral intention to use (BIU), proving its effectiveness in explaining these variances. The results further validate the importance of performance expectancy (PE) over effort expectancy (EE) in influencing BIU. Additionally, it has been shown that the impact on intrinsic motivation (IM) and extrinsic motivation (EM) can be either amplified or diminished by anxiety about JR. For individuals experiencing higher levels of JR anxiety, there is a marked increase in IM. They may perceive adopting AI tools as an opportunity to enhance their skills and job security. Conversely, this anxiety also significantly boosts EM, as the potential for improved efficiency and productivity with AI use becomes a compelling incentive. These findings suggest new paths for academic researchers to explore the psychological impacts of AI on design professionals' roles. For practitioners, especially in human resources and organizational development, understanding these dynamics can guide the creation of training programs that address job replacement anxiety.

Computer engineering students should develop competences related to the contents of databases design and SQL queries. For this purpose, the recommendations on the convenience of changing the traditional teaching methodology to the flipped classroom are followed. In this article we present a quantitative study in which we compare the potential for the development of engineering students' competences in the design and use of databases of the flipped classroom methodology and the traditional teaching methodology. The results obtained in the evaluation of the subject in two different courses are compared. In the first course, traditional teaching methodology was used. In the second one, flipped classroom was used when its implementation had already been tried and tested. In this article we show evidence that the implementation of the flipped classroom teaching methodology provides different results depending on the learning promoted and on the specific contents in the subject of relational databases. We have found evidence that flipped classroom improve theoretical learning outcomes for database design and in the resolution of non-reproductive activities in the SQL queries block. No conclusive benefits are reported for students' competency development for either of the two content blocks.

Problem-solving is at the core of engineering design, being fundamental for systematic innovation. During their education, students are taught numerous methods and tools, despite that literature shows debatable results regarding their real impact. Consequently, this study aims to quantify the relative impact of design methods on undergraduate students' problem-solving performance and determine if this influence goes beyond their background and the problem's complexity. Utilising novelty, variety, and quality as criteria, the work done by 144 students was evaluated, solving two problems using three methods. The results show a performance improvement of up to 46% when working with methods that guide solution development through design principles. The context and the student method preference did not affect their performance, while the increment in the problem's difficulty improved novelty and variety (15% and 11%) but reduced quality (34%). Surprisingly, the best-performance method was the least preferred, indicating the need of exploring the relationship between performance and actual use. The study results validate the work invested in teaching design methods, indicating the characteristics of the most efficient ones, beyond expert opinion. The structure of the study allows replication and could help future comparison of results.

This study investigates the use of design elements in the advertisement posters on the Facebook pages of ten Thai universities, comprised of five government and five private institutions. Using the Multimodal Corpus Analysis Tool (MCAT), the study systematically analyzed the color characteristics and dominant colors employed in the universities' Facebook advertisement posters. Findings revealed that while color characteristics were similarly employed across the universities, the use of dominant colors varied significantly. Government universities were found to incorporate their theme colors in the designs, reflecting their brand identity. In contrast, private universities predominantly used colors to augment the content of their advertisements, rather than to represent their institutional identities. This study provides valuable insights into how different color and design elements are utilized by Thai universities in their social media communication to enhance their brand identities and content messaging.

This qualitative study was conducted to investigate the instructional practices employed by Engineering Graphics and Design (EGD) teachers to teach Isometric Drawing (ID). This enquiry was necessitated by the growing concern from subject advisors and teachers about the poor performance of learners in isometric drawing. In an attempt to meet the objectives, this study adopted an interpretivist position to understand the instructional practices employed by teachers in teaching isometric drawing. This study used seven (7) EGD teachers who were conveniently selected, it is worth noting that the sample was influenced by the fact that EGD is a subject that is not common hence not many schools offer it. Data was collected through semi-structured interviews and was analyzed using a thematic analysis. Pedagogical Content Knowledge (PCK) was used as a framework that underpinned this study. Findings from this study indicated that all EGD teachers have the common understanding that ID involves converting 2d orthographic view into a 3d figure. The findings further revealed that teachers rely heavily on models, YouTube videos and AutoCAD to develop learners' spatial ability which is a very important skill. The study recommended that there should be no teacher hired to teach EGD without being fully trained. The study further recommended that future research should be conducted on learners to get their insight on why they are performing poorly in ID.

Over the past decade, the arts' potential role in advancing mainstream transdisciplinary curriculum models, like STEM, has been more overtly recognized, both within arts and STEM communities. In this study, we explored STEAM curricula centered around data visualization, a transdisciplinary practice commonly utilized in design and STEM fields and increasingly practiced in contemporary art. Through addressing the research question "What opportunities and challenges for learning does arts-based data visualization provide Grade 4-8 students?," this study highlights the value of transdisciplinary curriculum models that incorporate the arts for fostering K-12 students' learning. However, the findings related to student engagement and teacher perceptions also raised some important questions. Which classroom contexts are most conducive to such inquiry? And, which contexts and conditions will avoid reinforcing the disciplinary hegemony that marginalizes the arts, a crucial, yet increasingly underappreciated, system of inquiry and knowledge needed for navigating life in the twenty-first century?

Interpreting and incorporating machine learning technology from a human perspective helps define the role of product designers in the era of artificial intelligence. With this background, this study developed a 7-week design course about machine learning-based product design. Subsequently, in Fall 2023, a class with seven undergraduate students from different majors was held on the subject of "home camera." The design process consisted of (a) user research and need definition based on machine learning understanding and (b) machine learning-based interaction design development using a coding platform. The course was designed to explore the role of designers who implement human-centered design planning and prototypes considering machine learning tools. In addition, the course provided a basis for suggesting the direction of design education methods given emerging AI technology. The essence of design education is not merely about efficiency; rather, it is about nurturing designers' ability to think critically and use tools to cultivate innovation.

The purpose of the current study is to examine the effect of adapting the engineering design process to robotic coding, STEM, and the nature of science applications on teachers' self-efficacy towards engineering education and attitudes towards robotic coding. A weak experimental design with a single-group pre-test and post-test, one of the quantitative research methods, was used in the study. The sample of the study consists of 20 science teachers from all over Turkey who meet the application requirements within the scope of the project 2237 supported by TÜBITAK and working in schools affiliated to the Ministry of National Education. The sample was determined using the purposive sampling method. In this study, teachers were given theoretical and practical training on engineering design process-based STEM, robotic coding, and the nature of science for a total of 36 hours over one week. Quantitative data were analyzed using dependent groups t-test and correlation analysis in the SPSS 23 program. They evaluated their ability to apply these activities in their classes. As a result of the analysis of the quantitative data of the study, it was observed that their self-efficacy towards engineering education and attitudes towards the use of robotic coding in the class showed a positive increase.

There have been multiple uses of the term educational engineer. Some define an educational engineer as an educator who teaches engineering exclusively. Others define an educational engineer as a someone who works outside the classroom altogether, doing research and making decisions about curricula (Anderson, 1961; Charters, 1945; Rudinskiy et al., 2020). However, Beedeez (2022) defines educational engineering as "a structured process aimed at designing, adapting, or transforming a learning system in order to optimize the effectiveness of the training." When the term is defined this way, all educators are educational engineers. The term applies to any educator who observes youth, designs lessons around the needs of their students, and revises their plans throughout the teaching process. Just as there are scientific methods and practices, there are also engineering practices and an engineering design process. Engineers ask questions to identify a problem, imagine solutions, make plans, create designs, and then improve them. Educators carry out these same steps while preparing and teaching a lesson. All educators design solutions to problems using the engineering design process. Afterschool educators in particular are flexible and frequently solve problems on the spot. By coaching educators to think about lesson plans as technologies and to consider their pedagogical problem solving as an application of the engineering design process, the author encourages educators to deepen their STEM identities and boost their confidence in their abilities to facilitate STEM activities with youth.

In the current study, an engineering design-based STEM activity was designed and implemented for 5th graders. The current activity is expected to provide guidance and perspective to teachers (practitioners) in designing and implementing an activity based on design-based learning, STEM activity, and engineering design process (EDP). At the same time, during the implementation of the activity, teachers and students experienced a STEM activity based on the EDP. In the fall semester of the 2022-2023 academic year, this STEM activity based on the engineering design process was planned for Friction force and water resistance in the 5th-grade middle school science course. Then, the activity was implemented in a class of 21 students. The activity was implemented in three class hours. This activity, titled "Let's Design a Water Slide Boat," aimed at designing a water slide boat that would be least affected by water resistance and friction force to improve students' engineering and design skills. This activity was based on NGSS and the objectives and outcomes set in the 5th-grade science curriculum of the Turkish Ministry of National Education.

This study aims to develop a scale to measure the design thinking process and to evaluate the reliability and validity of this scale. It fills this gap by introducing a 36-item scale specifically designed to measure design thinking abilities across the five key stages of the design thinking process: empathize, define, ideate, prototype, and test, to provide an accurate assessment of individual abilities across these stages. Aligned with the well-established design thinking process, the scale comprises five sub-dimensions, each focused on a specific stage. It employs a 5-point Likert-type response format, ensuring nuanced feedback. Rigorous psychometric evaluations confirmed the scale's trustworthiness. Internal consistency within each sub-dimension was exceptional, with Cronbach's alpha coefficients exceeding 0.80 across all stages. Remarkably, the overall scale achieved an outstanding 0.95 Cronbach's alpha, signifying unparalleled cohesiveness and reliability. Validity was further established through rigorous statistical analyses. Exploratory component analysis (EFA) accounted for 60% of the variance, confirming the structure and demonstrating strong item-to-factor loadings (ranging from 0.31 to 0.74). Confirmatory factor analysis (CFA) provided additional validation, with all fit indices exceeding established benchmarks, solidifying the scale's accuracy and applicability. Beyond these impressive psychometric qualities, the study offers several key advantages. The concise 36-item format ensures efficient administration and analysis, while the five distinct sub-dimensions allow for targeted evaluation of specific strengths and weaknesses within each stage. This detailed feedback holds immense value for researchers, educators, and professionals seeking to cultivate design thinking capabilities in diverse settings. By providing a validated and reliable tool for design thinking assessment, this study empowers a comprehensive understanding of individual strengths and weaknesses across the five critical stages. This, in turn, enables targeted interventions and fosters the development of effective design-thinking skills in various contexts.

Art and design students in higher education often prioritize design skills over written communication. With the opportunity to restructure courses around increased asynchronous flexibility arising from the COVID-19 pandemic, the author of this manuscript (who is also the course instructor) has developed a hybrid-blended course design in the art history survey class for over three years. This design guides students toward developing teamwork skills that are crucial in the professional world. While offering tools for art history assignments, this exploratory research encourages humanities scholars to rethink their role in shaping the 21st-century professional. A model of course redesign, including its successes and limitations, is discussed.

In the field of user experience (UX), there is a wide range of skills that practitioners are expected to acquire and demonstrate as a competitive candidate for a job. Previous research identified three main skill categories of UX practitioners: technical skills, human skills, and dispositions. However, as educators, we have found that students often struggle to understand and incorporate the breadth of the skills they need into their learning and development. To help students identify, assess, and cultivate their skill sets, we designed a pedagogical intervention in the form of an 'advance organizer' that asks students to reflect on their initial and changing skill sets while enrolled in a UX-focused course. In this article, we present the basis of the intervention, including background on learning theories that supported its design. The intervention asks students to read and reflect on an academic article about the desired skills of aspiring UX practitioners, conduct an inventory of their existing and desired skill sets, and design a visualization to represent their current and future skill levels. We report on how the intervention was implemented in three different programs related to UX (one undergraduate, and two graduate programs). An analysis of the resulting assignments suggests the intervention was effective and valuable and helped give students a better sense of the range of skills required in industry. We conclude with considerations for implementing the intervention.

Although the professional culture of designers has been emphasized as a peripheral issue in various fields of study in design, such as design culture and design management, it has rarely been the central topic of research. However, studies from other professional fields have demonstrated the significance of studying professional culture, especially its formation in higher educational contexts, as it has direct implications on professional status and career prospects of these professions' members. This paper aims to redress this gap by exploring how the professional culture acquired in industrial design education shapes industrial designers' work experiences in manufacturing companies? It focuses on the context of Turkey and empirically draws on interviews with industrial designers who have work experience in large-scale manufacturing companies. Interviews reveal insights into industrial designers' perceptions of the profession, experiences in undergraduate education, adaptations to professional life, and professional experiences in manufacturing companies where they collaborate with other professions, where cultural disconnect becomes visible. The qualitative data analysis highlighted the significance of being a community and having flexibility in space and time in industrial design's professional culture in the examined context. The findings underline collaboration and teaching of soft skills such as communication and teamwork as implications for industrial design education.

Along with the rapid development of Chinese modern design since the 1980s, modern design education has grown in China. Many studies have already been conducted to examine the key aspects of this historical phenomenon, e.g., heroic figures and well-known institutes. This article, however, investigates the anonymous activities of modern design education in Western China that have long been ignored because of their mundane function. Methods such as document analysis, questionnaire, interview, and subjective understanding are used to achieve the goal of this article. Through research on the School of Fine Arts in a University of Science and Engineering in Western China, as a typical case, this article reveals that although the school lags behind many other design schools, modern design education at the school has experienced sustained growth since its rise in the twenty-first century. The school has made achievements in a difficult situation but suffers from a series of disadvantages and problems. Additionally, modern design education at the school is facing new challenges resulting from changes related to raised standards and intense competition. In conclusion, the value of relatively unknown educational organisations of modern design is becoming clearer, since they are closely connected to the everyday life of ordinary people in Western China and take on a great deal of responsibility in serving the general populace and the vulnerable groups in society. This article, therefore, tries to call attention to anonymous modern design education whose aspects are disclosed through a case study.

In today's technology-driven world, digital citizenship is vital in fostering responsible technology use and essential skills for learning, problem-solving, and community participation. However, a significant focus emerges within digital citizenship--empowering individuals with disabilities. This research addresses this crucial area by spearheading the creation of a specialized Thai Massive Open Online Course (MOOC) meticulously designed for hearing-impaired learners. The core objective is to equip these individuals with indispensable digital citizenship skills for seamless integration and active engagement in digital environments. The study progresses through three key phases. Phase 1 involves crafting the MOOC course to meet the needs of hearing-impaired individuals. Phase 2 develops a course on the Thai MOOC platform, using the MOOC-based Design Thinking Model and universal design learning principles. Phase 3 assesses 20 hearing-impaired learners in the "Utilizing Online Media as Digital Citizenship Course." The research reveals two significant outcomes, highlighting the course's impact. First, an evaluation of digital media quality and learning activities was conducted by five experts with 15 to 30 years of experience in the field, the result was an impressive performance rating of 4.56 on a 5-point Likert scale, indicating the course's high suitability for hearing-impaired learners. Such findings validate the precise alignment of the course with its intended objectives. Second, the outcomes of learning achievement tests on the Thai MOOC platform involving 20 high school hearing-impaired learners revealed that 15 learners scored above 70 (passing), representing 75%. The average posttest score was higher than the pre-test, with an average score of 72.05 points. These results demonstrate the course's effectiveness in improving learning outcomes and meeting predetermined criteria, while also indicating that adopting the MOOC-based Design Thinking model has led to the creation of high-quality media that delivers tangible results for hearing-impaired individuals. This research contributes to the eLearning field by addressing the specific needs of hearing-impaired individuals in digital citizenship education through tailored online learning courses designed to bridge existing gaps.

The COVID-19 pandemic has significantly impacted traditional design education, forcing educators to adopt digital classrooms for architectural design instruction, which has led to various challenges and suboptimal student performance. This research explores effective online design teaching methods, particularly across different design modules (IVI), using a synthesis and literature review methodology. It investigates three domains: pandemic teaching challenges, traditional design education, and suitable pandemic teaching methods. The study triangulates teaching during the pandemic, conventional techniques, and elements from content focus (CF) and support open learning (SL) methods to create a hybrid pedagogy. The proposed blended approach combines traditional design education with virtual instruction, offering guidelines for educators to structure academic activities and integrate effective online teaching strategies. The findings provide valuable insights for design instructors and educational institutions adapting to digital classrooms during the pandemic and beyond.

This study is the first phase of an on-going study. It shows the first implementation of a teaching-learning sequence designed to facilitate the understanding of the notion of a living being in initial teacher training using modelling approaches. It aims to analyse the knowledge progression of the participants (N=51) through a retrospective analysis, employing an open-ended questionnaire and a rubric. To achieve this, a comparative pre-test-post-test design was used, utilising an open-ended questionnaire. The results show progression in the management of the living being model after comparing knowledge before and after implementation. The results suggest the usefulness and interest of the modelling approaches in teaching this topic, while also highlighting the need for modifications to the didactic sequence employed.

This research aims to develop a combining game-based learning with design thinking using block-based programming to enhance computational thinking and creative games for primary students and will be referred to as game-based learning from now on. The purpose of this research is to 1) develop a model for game-based learning, 2) develop the system for game-based learning, 3) evaluate students' computational thinking after implementing game-based learning, and 4) evaluate the creative games created by students after game-based learning is implemented. The research tools included 1) the model for the game-based learning, 2) the model-appropriate evaluation form, 3) the learning system evaluation form 4) the computational thinking evaluation form, and 5) the creative game evaluation form. The research results showed that 1) the evaluation results of the model are appropriate for teaching at the highest level ([X-bar] = 4.82, SD = 0.42) and could be used for experimental teaching, 2) The results of game-based learning system quality are at the highest level ([X-bar] = 4. 57, S.D. = 0. 50). The researcher implements a game-based learning model and system to teach a sample group of 24 students in grade 4, using a purposive sampling method. The results of the implementation could be summarized as follows: 1) the results of students' computational thinking evaluation after implementing the model and system are significantly higher than before at the .05 level. 2) evaluation results of creative games that students developed after implementing the model and system are at a high level ([X-bar] = 4.29, S.D. = 0.52).

This research aims to develop ECARsites, an online site designed to support data-related activities in science learning and to facilitate the implementation of data, computational thinking (CT), and self-directed learning (SRL) practices in a more contextualized and relevant way for students. The approach used design-based research (DBR) methods, focusing on developing high-quality learning products or systems that meet user needs. The study was conducted at MA X in Magetan, Indonesia, involving four middle school science teachers and eighteen middle school students. The research findings showed that DBR can be an effective method of professional development for science teachers, focusing on developing relevant and contextual innovations for students. Integrating data practices, CT, and SRL frameworks into the DBR process facilitated the development of students' scientific thinking skills, leading to a more immersive and appropriate science education for today's digital age. The study highlights the importance of using real data in teaching, involving students in data processing, and supporting teachers in designing and implementing data-driven learning. The study also emphasizes the importance of effective professional development in computational thinking and self-directed learning and the need for investment in long-term professional development programs to prepare teachers for an increasingly technology-dependent world of education.

This study explores users' perceptions of the Virtual Assistant application facilitated by the Anadolu University Open Education System. It assesses the application's effectiveness and user satisfaction by analyzing opinions regarding its importance and the experience it delivers. The research delineates its population as learners engaging with the Virtual Assistant within the Anadolu University Open Education Framework. Employing a sequential explanatory design within mixed-method research methodologies, the investigation commenced with an online Virtual Assistant Satisfaction Survey involving 374 participants as the sample-subsequent focus group discussions with 18 users aimed to delve deeper into satisfaction levels vis-à-vis user expectations. Findings indicate a moderate level of satisfaction among users with the Virtual Assistant application, reflecting a congruence with anticipated outcomes. Moreover, the analysis across various dimensions revealed a comprehensive satisfaction in alignment with user expectations, particularly highlighting approval for the application's adherence to the Open Education website's design language. Conversely, dissatisfaction was noted concerning the specificity and utility of the information provided. The study identifies a disparity in satisfaction levels, with high marks in design aspects and lower evaluations in usability. Recommendations are extended towards enhancing the Virtual Assistant and similar tools through user-centric development and encouraging further research predicated on the insights garnered from this study.

Teachers must carry out innovation and learning reform to face digital transformation. Teachers must be able to find the right formula for preparing effective learning plans that suit the needs of students to meet the challenges of the 21st century. This research explores how primary teachers' understanding of the design and subsequent use of digital tools in their scientific instruction develops as they participate in digital didactic design (DDD). How elementary teachers might increase their expertise of teaching using digital technology is the topic of the study. The method of this article is the systematic literature review, using literature reviews from various sources, both journals, books, and other supporting sources. The findings show that DDD has the potential to foster profound learning experiences by providing a framework that invites educators and researchers to research, investigate, and evaluate the actual designs that are being used in classrooms, where teachers are actively involved in the design process. A new way of thinking about planning, carrying out, and commenting on teaching and learning is provided by DDD. Our empirical research's findings support the use of educational technology in learning expeditions as an effort to shift away from conventional course-based learning.

In design education, students benefit not only from their project courses' content but also from the information resources they contain. When it comes to the repetition of unique problems and solution-oriented approaches in the design professions, the resources used to research solutions for the problems encountered in design education are also specific to that problem. This situation highlights resource diversity, and especially resource sharing, at various stages and thus opens a view into innovation habits among designers' behaviors. This empirical study explores whether or not designers' behaviors can be related to their practices in design project courses, regarding their open innovation tendencies. Semi-structured interviews with 20 designers are used to form a case study. Interviewees had experience with both in-house designers and freelancers, therefore purposive sampling was used. The results were analyzed thematically and discussed under open innovation practices.

Creativity and design thinking skills are considered pillars in arts practice in general. Traditional arts education, in particular, involves a tension between pure technical skill and the ability to design creatively regardless of craft limitations. The present study focuses on eliminating the boundaries between craft and art and bridging the gap between technical skills and creativity in practicing traditional textile printing arts. The paper presents a teaching procedure that is based on exploring traditional textile printing within a new dimension and achieving a balance between both the technical and creative sides. The study proposes a survey model to investigate the impact of the applied procedures and understand students' perceptions of the full range of the traditional printing creative process in action. The conclusions of this study will aid in the development of traditional arts education and practice in general and their re-exploration as flexible, expressive, and creative forms of art.

This design case details the design process of a multiple-choice assessment of socio-scientific systems thinking. This assessment is situated within a larger project that aims to understand the ways students use multiple scientific models to understand complex socio-scientific issues. In addition to the research component, this project entails developing curriculum and assessment resources that support science teaching and learning. We begin this paper by framing the needs that motivated the design of this assessment and introducing the design team. We then present a narrative outlining the design process, focusing on key challenges that arose and the ways these challenges influenced our final design. We conclude this paper with a discussion of the compromises that had to be made in the process of designing this instrument.

Speculative design, as a diverse set of methods that aim to offer critique, can be challenging to engage productively. In this design case, we share how a prior, stalled design project--an ambitious vision of interdisciplinary design education partnered with business and housing development projects in Santa Fe, New Mexico--provided compelling precedent as we sought to reframe during the COVID-19 pandemic. We recognized that solution-focused ways of working in the prior project left the design problem undefined. As we began the design work detailed in this case, we leveraged the perspectives and design knowledge of our interdisciplinary team of faculty and students. While design cases often emphasize the designed training or program, we focus on our reframing process, sharing vignettes as we prepared to and participated in activities at a design workshop, and then used our own design practices to engage in problem framing workshops. In sharing these accounts, we characterize the pandemic as a trickster and speculative co-designer, who revealed much about how our efforts were entangled with institutional structures. Across these punctuated vignettes of design work, we highlight how an initial broad problem frame invited this trickster to participate and how the application of problem framing tools wrested framing agency from the trickster. Collectively, this anchored our attention to systemic inequities in ways that troubled notions of sustainability.

Due to swift technological changes in society, programming tasks are proliferating in formal and informal education around the globe. However, challenges arise regarding the acquisition of programming skills. Many students are unequipped to develop programming skills due to limited instruction or background and therefore feel insecure when encountering programming in higher education. Some after-school initiatives focus on teaching younger students programming skills, however, not all students have the opportunity to attend. It can also be very challenging for teachers to teach programming--even more so due to significant differences in students' knowledge and interests. To alleviate these challenges, we designed and developed a digital personalized learning (DPL) track for programming in the first grade of secondary education (12-14 year-old students) with a threefold purpose: (a) to encourage students bridging the gap between visual and more general-purpose textual programming languages (b) to meet differences in students' programming knowledge by challenging them, albeit on their own pace, and subsequently (c) to support teachers in the delivery of programming education with relevant supportive learning materials. The design was tested by students and teachers, both of varying technical abilities. Assessments of the DPL-track were positive, with students identifying the tasks as challenging and the tools as motivating. Teachers praised the adaptivity, as well as the gradual transition from visual to textual programming. We present several suggestions for design improvement and dilemmas while reflecting on our design case.

Beginning in the summer of 2019, the College of St. Scholastica endeavored to build a flexible, adaptable EdD program grounded in the guiding principles of CPED. This meant establishing a welcoming and safe program dedicated to cultivating justice-minded change makers. It also meant constructing a curriculum that would accommodate differing student backgrounds, be responsive to fluctuating consumer demands, and function as context-inclusive in an ever-evolving and intersecting space. While this alone was certainly a challenge, we did not anticipate that a global pandemic would present the most significant test of what we had created. To accomplish the aforementioned goals, the program architecture was dependent on the following structural considerations: a broadening of the target participant profile to include students across various social sectors; the use of design thinking as an asset in supporting innovation, creativity and flexibility; the inclusion of credit-bearing "third-place" courses intended to provide open-ended space and place for community building and reflective, intentional action; and an approach to course design that encouraged risk-taking by students with a focus on cultivating mindsets and skills around equity and social justice. None of these attributes on their own provided total protection from seismic societal, cultural or market shifts. Collectively, however, they offered a unique environment for the culturing of a particular type of doctoral experience, unique in its elasticity compared to more traditional, inflexible designs. This essay details the ways in which we attempted to create an inclusive, innovative, flexible structure, as validated (and challenged) by the COVID-19 pandemic.

Mastery of mathematical literacy is essential for developing life skills in the 21st century. Mathematical literacy is even more critical in elementary schools as it forms the basis for mastery at the junior and senior high school levels. Elementary school students differ in their characteristics from students at the higher education level. They, therefore, require an appropriate learning model to improve their mathematical literacy. This research aims to develop a learning model, termed Realistic Mathematics Engineering (RMEng), that combines the Realistic Mathematics Education approach with the steps of the Engineering Design Process and determines the model's effectiveness. The model was validated by seven experts from three universities in Indonesia and had an Aiken validity index value of 0.786, indicating that it was valid. The RMEng model contains the following steps: understanding realistic problems, solving problems in informal ways, developing formal mathematics, developing products, and drilling. Discussions and presentations can be incorporated into each of these five steps. The RMEng model was subjected to the stages of preliminary and main field testing and was revised based on the suggestions of teachers and observers. Through experimental research compared to a control group, the RMEng model was proven more effective in increasing elementary school students' mathematical literacy at the 0.000 significance level.

The proliferation of digital software is an increasingly accepted part of everyday life in higher education in the United States. While this software affords some opportunities, it can create confusing experiences for students as well. In this paper, I ask how might increasingly complex digital ecosystems in higher education shape the contours of instructor-student communication. To answer this question, I conducted an exploratory case study in the form of an online survey (n=83) and subsequent interviews (n=18) with user experience (UX) design students at a large public university in the southeastern United States. The research showed that students felt confusion regarding digital software protocols in their classes, how protocols varied from class to class, an inability to remember when and how to communicate with instructors outside of class, unsureness about where to locate information, and a preference for messaging applications over email. Research results suggest that instructor-student communication in higher education can be productively viewed through the lens of information architecture. In doing so, I argue for the need for instructors to implement strong information architecture strategies that help make sense of information in increasingly complex academic ecosystems.

This article builds upon current research to understand the value and limitations of teaching and learning design thinking (DT) in higher education. We implemented a mixed-methods study with faculty and students across 23 diverse courses in four higher education institutions in the United States. Findings showed that following structured learning processes, engaging in active listening, and focusing on others' perspectives were the most valued DT practices across disciplines. In contrast, prototyping and experimentation were the least used DT practices, with widely varying understandings across disciplines. Additionally, we found consistent evidence that DT can support liberatory teaching and learning practices that decolonize students' perceptions of power, encourage situated and action-oriented empathy, and provide opportunities for co-creation. This is particularly true when faculty intentionally encourage collaboration and project framing focused on critically analyzing dominant ways of knowing and power structures. Our analysis further revealed the challenges and importance of prototyping and conducting experiments with project partners. Ultimately, this approach can significantly enhance liberatory project outcomes and facilitate decolonized learning experiences. Given our findings, we point out limitations and challenges across current DT pedagogical practices and provide recommendations for integrating DT practices across disciplines in ways that center on issues of systemic oppression, social identity, and humanenvironmental relationships.

In this study, we present a comprehensive needs assessment (NA) aimed at identifying key factors that contribute to enhancing instructor skills in mobile website design (MWDS). In the realm of professional development, the significance of NAs for user experience (UX) designers has gained attention, with scholars emphasizing the importance of competency modeling to elucidate the intricate knowledge, skills, and abilities inherent in UX design. This perspective aligns with the essential nature of learning NAs for continuous professional development. Therefore, the objective of our investigation was to evaluate the current state of instructor MWDS and their real-world user experience through a sample of 41 individuals, including information technology (IT) instructors and IT entrepreneurs. Employing a simple random sampling method in August 2023, our study utilized descriptive statistics to analyze the data, revealing a moderate proficiency level (mean [M]=3.40). Interestingly, the highest rankings in our findings were attributed to planning mobile website design from a user experience perspective (M=3.81) and developing or creating a website for mobile devices user experience (M=3.81). These skills demonstrated consistent high perceived importance (M=4.78). Moreover, specific aspects of MWDS stood out in terms of significance, with developing or creating mobile websites' user experience holding the top priority (M=4.87), followed closely by designing mobile websites' user experience (M=4.79) and developing or prototyping mobile websites' user experience (M=4.77). Our findings underscore the urgent need to prioritize the promotion of MWDS, particularly those focused on user experience. Using priority needs index modified (PNImodified) method, we identified that user research holds the highest priority (PNImodified=0.56), followed closely by mobile website design user experience (PNImodified=0.41), and defining website content for mobile devices user experience (PNImodified=0.40). This information provides valuable insights for educational institutions and industry stakeholders, guiding efforts to enhance instructor skills and align curricula with the evolving demands of mobile web design. In summary, our study sheds light on the current state of instructor MWDS, emphasizing the importance of user experience-related competencies. The identified priority needs offer valuable guidance for educational institutions and industry stakeholders, facilitating efforts to enhance instructor skills and align curricula with the dynamic requirements of mobile web design. Notably, our results align with the hypothesis testing, where paired sample t-test statistics found that both overall and individual aspects indicated a statistically significant preference for desired over actual outcomes at the 0.01 level.

This study proposes that the gestures of an agent tutor in a multimedia learning environment can generate positive and negative emotions in learners and influence their cognitive processes. To achieve this, we developed and integrated positive and negative agent tutor gestures in a multimedia learning environment directed by cognitive gestures. The effects of emotion type on cognition were examined in terms of cognitive load, learning motivation, and achievement. The subjects were 46 university students in Gyeonggi Province, South Korea. The students were divided into three learner groups: cognition, cognition + negative emotion, and cognition + positive emotion. The learners watched a tutorial lecture on the Notion note-taking app by an agent tutor. Data analysis was conducted using one-way ANOVA to determine the cognitive load, learning motivation, and achievement. The results showed that the positive emotion design was more effective in terms of intrinsic cognitive load, learning motivation, and achievement but had a higher extrinsic cognitive load. However, even the negative + passive group showed more positive learning than the cognition group. Although this study focused on gestures by an agent tutor, it implies that such gestures in multimedia learning contexts must be informed by emotional as well as cognitive design to provide a more meaningful learning experience.

DesignYOU! Code Camp is a grant-funded summer outreach camp designed to increase interest in coding and STEM careers among middle school students (6th - 8th graders) through an innovative, immersive summer camp experience. To make the concepts of coding more palpable, researchers incorporated fashion and retail allowing students to learn through practical applications of the concepts taught. This paper outlines the planning, logistics, and lessons learned from the second iteration of the DesignYOU! Code Camp. Overall, both parents and students expressed satisfaction with the camp while student interest in coding increased. Successes and challenges from implementing the DesignYOU! Code Camp are discussed.

Sustained innovation and economic strength of the U.S depends on a greater participation of underrepresented minorities in science, technology, engineering, and mathematics (STEM). University-based outreach programs that serve African American and other minority populations should do more to infuse invention education in activities that engage pre-college students from these groups to motivate them to pursue STEM degrees. The Research, Discovery, and Innovation (RDI) Summer Institute is a design and science entrepreneurship program that is offered at North Carolina Central University to high school seniors who have been accepted for admission to a STEM degree program at the university. This study found the RDI Summer Institute program to be effective based on proximal outcomes of gains in composite entrepreneurial thinking skills (entrepreneurial, managerial, engineering design, and technical skills) as perceived by the participants and measured by pre- and post-surveys. Eighty-seven percent of the pre-college participants were African Americans, showed high levels of creativity and innovativeness, and presented product ideas that were conscientious in meeting their community needs. Program impact was assessed based on near-term and distal academic outcomes in college through a rigorously designed quasi-experiment which compared 31 case-control matched pairs of students who had been RDI participants and non-RDI participants. A conditional logistic regression showed first-year retention in STEM degree programs for students who had been RDI participants was five times that of students who had been non-RDI participants. Additionally, first-year STEM retention in differential comparisons favored female students, students from very low/low SES households, and students from single parent households. Also, students who had been RDI participants performed higher in STEM gatekeeper courses, and a strong positive impact of the RDI Summer Institute program was associated with higher STEM persistence even two and three years after pre-college students participated.

The purpose of this research is twofold: 1) to study the application of the design thinking process in school administration under the Secondary Educational Service Area Office, Phitsanulok, Uttaradit, and 2) to explore the implementation of design thinking process in school administration of school administrators under the Secondary Educational Service Area Office, Phitsanulok, Uttaradit. This is a qualitative research study conducted using a sample of 57 educational administrators and 7 qualified personnel as participants. The research tools utilized include document analysis, questionnaires, and interviews, with statistical analysis involving mean values and standard deviations. The research findings indicate that: 1) The application of the design thinking process in school administration of school administrators is at its highest level. When considering each aspect, it was found that the model prototypes had the highest average, while data synthesis had the lowest average. 2) In terms of guidelines for applying design thinking processes in school administration, it was observed that confidence, empathy in work, and awareness of problems with open-ended questioning encourage creativity. Motivating and encouraging the expression of different ideas by participating in the development of models for use in problem-solving and the collection of information of suggestions, for improvement and development were key factors.

Engineering is fundamentally about design, yet many undergraduate programs offer limited opportunities for students to learn to design. This design case reports on a grant-funded effort to revolutionize how chemical engineering is taught. Prior to this effort, our chemical engineering program was like many, offering core courses primarily taught through lectures and problem sets. While some faculty referenced examples, students had few opportunities to construct and apply what they were learning. Spearheaded by a team that included the department chair, a learning scientist, a teaching-intensive faculty member, and faculty heavily engaged with the undergraduate program, we developed and implemented design challenges in core chemical engineering courses. We began by co-designing with students and faculty, initially focusing on the first two chemical engineering courses students take. We then developed templates and strategies that supported other faculty-student teams to expand the approach into more courses. Across seven years of data collection and iterative refinements, we developed a framework that offers guidance as we continue to support new faculty in threading design challenges through core content-focused courses. We share insights from our process that supported us in navigating through challenging questions and concerns.