Evaluation of Student Attitudes in Problem-Based Learning within Interdisciplinary Integrated Courses on User Interface Design

Abstract

Problem-Based Learning (PBL) is an instructional approach that utilizes real-world scenarios to cultivate students' skills in inquiry, reasoning, and decision-making, ultimately enhancing their problem-solving capabilities and professional development. PBL is characterized by collaborative group learning, which deepens students' abilities to effectively identify and resolve issues. It also promotes teamwork skills and offers a framework for the development and evaluation of interdisciplinary curricula. In the context of this particular study, PBL is introduced within a user interface design course. The course encompasses diverse themes such as smart homes, digital learning, pandemic and life, audiovisual entertainment, and financial business. Current events are utilized as guiding principles for learning, creating a dynamic and engaging learning environment. Students with various backgrounds, including design and technology, collaborate in a learner-centered approach with a focus on fostering creative problem-solving. Additionally, industry experts are involved to provide feedback and guidance to students, and user testing is employed to refine their work. The overall assessment of teaching effectiveness, utilizing statistical methods, indicates positive feedback with high reliability (Cronbach's alpha: 0.93). Notably, there is a notable difference in how PBL is perceived between students with design backgrounds and those with technology backgrounds, particularly regarding teamwork and information gathering skills. As a result, the students' work demonstrates improved creativity and the development of integrated interdisciplinary projects. This instructional approach empowers educators to comprehend and assess students' cognitive processes and attitudes, enabling them to offer personalized guidance and support. With PBL and a student-centered approach, it is well-suited for guiding students in both user experience and user interface design. In future curriculum planning, this approach can continue to be employed, leveraging the expertise of students from diverse interdisciplinary backgrounds to effectively address relevant topics and projects.

Keywords: Problem-Based Learning(PBL), User Interface, User Experience, Interdisciplinary Curriculum

DOI: 10.54941/ahfe1005424