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Mobile App Development to Increase Student Engagement and Problem Solving Skills Journal of Information Systems Education, Vol. 24(4) Winter 2013 Mobile App Development to Increase Student Engagement and Problem Solving Skills Sonal Dekhane Xin Xu Mai Yin Tsoi School of Science and Technology Georgia Gwinnett College Lawrenceville, GA 30043, USA [email protected], [email protected], [email protected] ABSTRACT This paper describes a project designed to promote problem solving and critical thinking skills in a general education, computing course at an open access institution. A visual programming tool, GameSalad, was used to enable students to create educational apps for mobile platforms. The students worked on a game development project for the entire semester, incorporating various skills learned throughout the semester. Pre and post quiz analysis showed a significant improvement in students’ ability to design comprehensive solutions to a given problem. Survey results also showed increased student engagement, high interest in computing and a “better” understanding of information technology. Keywords: Creative problem solving, Critical thinking, General education, Mobile computing 1. INTRODUCTION technology (IT) programs have suffered (Uludag et al, 2011, p.183) (Computing Research Association, 2011) and With the advancement of technology, computer hardware students therefore lose out on prime opportunities to develop and software have become essential tools not only for their problem solving skills and critical thinking ability. science and engineering fields, but also for business and Researchers have investigated and discovered that traditional liberal arts disciplines. For example, in physiology, programming courses fail to connect programming and CS computers have been used to assist psychological assessment concepts with students’ diverse interests and backgrounds (Fowler, 1985, p.748); in the business world, computers have (Forte & Guzdial, 2005, p.248). The authors of this paper made e-commerce the norm; in biology, computer programs also observed that the strict syntax of traditional have been developed to estimate gene genealogies (Clement, programming languages become the primary focus of the 2000, p.1657). To be successful in their academic studies course and as a result students are unintentionally and in their future career, today’s students need to be able to discouraged from solving problems and from expressing adapt to a dynamic environment surrounded by new their creativity. This phenomenon is even more prevalent technologies. Thus, basic computer literacy is not enough to among students in programming courses that are not stay competitive in the current workforce. It has become majoring in CS. Various researchers have attempted to essential that students develop a deeper understanding about develop different strategies to improve student performance computing and adequately apply computing skills, such as in introductory programming courses. These strategies creating and manipulating digital graphics. More include: importantly, the problem solving skills and critical thinking a) Addressing the issue from the social aspect by applying ability developed and honed through the application of these pair-programming (Nagappan et al., 2003, p359) computing skills are crucial to a student’s future success in (Williams et al., 2000, p.98) (Carver et al., 2007, p.115) the face of constantly evolving technology regardless of their (McDowell et. al, 2006, p.136) and collaborative major. The traditional programming language courses are learning (Teague & Roe, 2008, p.147). usually considered to be effective in fostering these skills. b) Increasing students’ interest in CS by using themes that However, learning how to program in a language such as are attractive to students. Successful results have been Java or C++ has been proven to be difficult, even for reported by using multimedia approach (Guzdial & computing majors (Bennedsen & Caspersen, 2007, p.32) Ericson, 2007), game approach (Kölling & Herriksen, (Dodds et al., 2008, p.266). As a result, enrollment and 2005, p59), and animation approach (Crawford & retention rates in computer science (CS) and information Boese, 2006, p.156). 299 Journal of Information Systems Education, Vol. 24(4) Winter 2013 c) Using visualized programming to introduce core popularity of mobile devices and apps amongst students and concepts before more advanced and in-depth courses their ubiquity cannot be ignored; this only enhances the are offered (Johnsgard & McDonald 2008, p.129). students’ interest and engagement in the learning process. In support of this strategy, many visualized programming Other benefits of developing animations and games for tools have been developed. Popular ones include: mobile devices using visualized tools include a relatively 1. Scratch: This tool provides an environment where users short learning curve and thus a decrease in frustration for the can create animations, games and music by dragging students and immediate visual feedback to students. These and dropping the pre-defined programming blocks in benefits have been found to positively help in engaging the right places. The original targeted audience was students in the CS0 classroom (Wolber, 2011, p.601). As young users aged 8 to 16 years (Malan & Leitner, 2007, students are increasingly finding success in the development p.223). The use of Scratch (Rizvi et al., 2011, p.19) has process, they inherently improve their computing skills and enabled the development of a successful CS curriculum therefore will hopefully become more productive as they and an interdisciplinary course to promote enter the workplace in this increasingly digital world. computational thinking (Ruthmann et al., 2010, p.351). The authors took into consideration the importance of 2. Alice: Alice provides 3-dimensional characters, scenes Information Technology (IT) fluency, the role of and environments that users can manipulate and alter to programming in IT and the difficulty in learning create their own interactive animated stories. This programming (especially for non-majors). These factors creative activity teaches students basic programming drove the decision to address student problem-solving skills concepts without the frustration caused by the steep in the general education course named Digital Media. In this learning curve of programming syntax. The Storytelling study, the intervention chosen was the visual programming Alice, a version of Alice, is considered appropriate for tool, GameSalad. The goal of this project was to provide an middle school students (Kelleher et al., 2007, p.1455). active, engaging and exciting learning environment for Overall, studies have shown that this strategy has been students not majoring in CS so they could gain intermediate successfully adopted at several college level CS0 level computing skills and develop their problem solving courses (Dougherty, 2007, P.145) (Mullins, et al., 2009, skills. The course project was designed to enable students to p.136) (Wellman et al., 2009, p.98). develop apps and games for the iOS platform on Apple 3. Lego MindStorms: In this strategy, this tool provides devices, thus leveraging the increasing student interest in users with a kit that includes both software and mobile devices, such as the iPad, and mobile applications. hardware. Students can create a robot and control it In summary, the goals for this project were to improve through a visualized programming interface. The student problem solving skills and critical thinking so our original targeted users were students in grades K-12. future college graduates can productively contribute to However, over the years, it has been successfully today’s technology-driven workplace. By providing an adopted to introduce programming to college students engaging learning environment via iPad mobile game as well (Klassner & Aderson, 2003, p.12) (Lawhead et development using a visual programming tool that bypasses al., 2002, p.191) (Cliburn, 2006, p.1) common introductory syntax issues, the authors aimed to 4. Kodu: Kodu is a visual programming tool used to create increase student interest in computing and to sustain student games for the PC and Xbox platforms. It is engagement in the general education IT course Digital recommended for students ages 8 and above. The Kodu Media. classroom kit for educators includes lesson plans and activities (Microsoft Research FUSE LABS). 2. BACKGROUND RESEARCH Introducing programming to students using visualized tools is not a novel idea, but developing applications for Many IT/CS degree programs in colleges and universities mobile devices is a relatively new concept. In the past, the offer an introductory level IT course for major and non- tools and environments for mobile app development required major students. Traditionally, this introductory course a certain amount of software development expertise and teaches programming using programming languages such as were usually considered as options only for professionals. Java, C++ and Visual Basic. Over the years, these However, in recent years, visualized programming tools for introductory courses have been identified as obstacles for mobile devices have been created. Currently, the dominant student retention in computing majors (Turner et al., 2007, ones are GameSalad for Mac operating system and p.24). The focused and linear approach of teaching each AppInventor for the Android platform. GameSalad has also student the complexities and vocabulary of the language’s been able to support the Windows and the Android platforms
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