Do project-based learning, hands-on activities, and flipped teaching enhance student's learning of introductory...

Area of Science:

• Computer Science Education
• Pedagogical Research

Background:

• Increasing demand for computer science (CS) education, particularly in computer networks.
• Challenges in engaging diverse students and facilitating hands-on application of CS theories.

Purpose of the Study:

• To document the design and development of a CS course over six years.
• To evaluate the impact of project-based learning (PBL), hands-on activities, and flipped teaching on student learning.

Main Methods:

• Design-based research conducted in an undergraduate CS course (2014-2020).
• Analysis of course evaluation data using descriptive statistics.
• ANOVA to assess differences in evaluations across semesters.

Main Results:

• Project-based learning, hands-on activities, and flipped teaching positively impacted student learning motivation.
• Students reported improved perceptions of their learning outcomes.
• Combined PBL and flipped teaching approaches enhanced motivation and perceived learning.

Conclusions:

• Appropriate integration of PBL and flipped teaching can significantly boost student motivation and perceived learning in CS courses.
• Further research is recommended to isolate the effects of individual interventions on learning outcomes.