Designing activities and tools to support university students' creative and collaborative exploration of physical computing

Abstract

Today’s digital world requires students to gain skills in collaborative problem solving and digital literacy. One approach is to teach people how to design computational artefacts that require both electronics and programming. Physical computing platforms offer an endless amount of possible opportunities for people to design and develop technological artefacts. However, many times students are overwhelmed when trying to learn both software and hardware simultaneously. The students struggle to be innovative and creative in their projects. Also, they focus on mastering the tool and following instructions for existing projects rather than being able to creatively explore the tool and understand the process of designing and developing new artefacts. For that reason, we aimed to answer the question: What type of tools and activities can be developed to support university students creative exploration of physical computing? Programming and electronics are fundamental design disciplines in today's digital world, and therefore they should be taught through design activities rather than limiting education to textbook readings and laboratory exercises.

We introduce our process of designing activities combined with a supportive tool to ease these challenges. The activities and tools were developed iteratively in three phases with a series of workshops with 126 students and teachers. The tool consists of a set of paper cards that provide necessary details (hints) about the electronics and software and help provide structure for the students to conceptualise how their artefact interacts. We additionally, introduced a learning Jigsaw pattern (orchestration script) for the later intervention that enabled individual students in the groups to focus on design, hardware, or software. For evaluation, we used the Creativity Support Index (CSI), which is a psychometric survey designed to assess the support of the creative process. The instrument investigates collaboration, efforts worth the result, exploration, immersion, enjoyment, and expressiveness. The results between the phases showed improvement with the use of the refined versions of the cards and orchestration of the learning activity. This study has demonstrated that design activities can provide a more accessible approach for the introduction of physical computing to students from various majors. Moreover, learning physical computing through design activities allows the learner to develop computational and design thinking skills for collaboratively solving problems.