Learning Environment for Ill-Structured Design Problem-Solving in a Data Structures Course
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| Title: | Learning Environment for Ill-Structured Design Problem-Solving in a Data Structures Course |
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| Language: | English |
| Authors: | Deepti Reddy Patil (ORCID |
| Source: | ACM Transactions on Computing Education. 2025 25(4). |
| Availability: | Association for Computing Machinery. 1601 Broadway 10th Floor, New York, NY 10119. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Environment, Problem Solving, Design, Technology Uses in Education, Educational Technology, Novices, Skill Development, Undergraduate Students, Computer Science Education, Engineering Education, Metacognition, Prompting, Computer Software |
| DOI: | 10.1145/3759255 |
| ISSN: | 1946-6226 |
| Abstract: | Design problems are often ill-structured as the requirements are broadly defined and have multiple correct solutions. Experts solve such problems by applying various cognitive and metacognitive skills before the formal specifications and solution designs are documented. Novices often need help solving ill-structured design problems as they lack the skills and experience and thus tend to focus on one aspect of the system, leading to incomplete design. We aim to address this issue by designing and developing a technology-enhanced learning environment, Fathom, to train novices in practicing the skills necessary to solve ill-structured design problems. Fathom is scaffolded with cognitive and metacognitive support to enable learners to practice and reflect upon the targeted skills. We conducted a between-subjects experimental study with 82 second-year undergraduate students in a computer science engineering program. The control group received traditional, classroom-based intervention with prompts and worked examples. The experimental group used Fathom, which integrated external representations, question prompts, worked examples, and immediate feedback. Quantitative and qualitative analyses revealed that the experimental group performed significantly better in problem-solving skills and approaches than in the control group. The results suggest that a scaffolded, technology-enhanced learning environment like Fathom can effectively support the development of problem-solving skills for ill-structured design problems in undergraduate computer engineering education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488777 |
| Database: | ERIC |
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Nájsť tento článok vo Web of Science | Abstract: | Design problems are often ill-structured as the requirements are broadly defined and have multiple correct solutions. Experts solve such problems by applying various cognitive and metacognitive skills before the formal specifications and solution designs are documented. Novices often need help solving ill-structured design problems as they lack the skills and experience and thus tend to focus on one aspect of the system, leading to incomplete design. We aim to address this issue by designing and developing a technology-enhanced learning environment, Fathom, to train novices in practicing the skills necessary to solve ill-structured design problems. Fathom is scaffolded with cognitive and metacognitive support to enable learners to practice and reflect upon the targeted skills. We conducted a between-subjects experimental study with 82 second-year undergraduate students in a computer science engineering program. The control group received traditional, classroom-based intervention with prompts and worked examples. The experimental group used Fathom, which integrated external representations, question prompts, worked examples, and immediate feedback. Quantitative and qualitative analyses revealed that the experimental group performed significantly better in problem-solving skills and approaches than in the control group. The results suggest that a scaffolded, technology-enhanced learning environment like Fathom can effectively support the development of problem-solving skills for ill-structured design problems in undergraduate computer engineering education. |
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| ISSN: | 1946-6226 |
| DOI: | 10.1145/3759255 |