Page 1 of 11
Advances in Social Sciences Research Journal – Vol. 11, No. 10
Publication Date: October 25, 2024
DOI:10.14738/assrj.1110.17696.
Zainal, S., Yusoff, R. C. M., Abas, H., Ibrahim, R., & Ab. Rahim, N. Z. (2024). The Use of Design Thinking in the Development of IoT
Projects. Advances in Social Sciences Research Journal, 11(10). 121-131.
Services for Science and Education – United Kingdom
The Use of Design Thinking in the Development of IoT Projects
Salbiah Zainal
Razak Faculty of Technology and Informatics,
Universiti Teknologi Malaysia, Kuala Lumpur, Malaysia
Rasimah Che Mohd Yusoff
Razak Faculty of Technology and Informatics,
Universiti Teknologi Malaysia, Kuala Lumpur, Malaysia
Hafiza Abas
Razak Faculty of Technology and Informatics,
Universiti Teknologi Malaysia, Kuala Lumpur, Malaysia
Roslina Ibrahim
Razak Faculty of Technology and Informatics,
Universiti Teknologi Malaysia, Kuala Lumpur, Malaysia
Nor Zairah Ab. Rahim
Razak Faculty of Technology and Informatics,
Universiti Teknologi Malaysia, Kuala Lumpur, Malaysia
ABSTRACT
One of the difficulties in the teaching and learning of the Internet of Things (IoT) is
the lack of exposure to IoT concepts and inadequate teaching methods and tools.
The use of Design Thinking (DT) when developing IoT projects can promote
solution-based thinking and enhance creativity in problem-solving. The process of
DT involves five phases: Empathize, Define, Ideate, Prototype, and Test. The
objective of this study was to evaluate the DT tools and process for developing IoT
projects. This study involved 22 Information Technology undergraduate students.
The Define Problem Statement template, POV template, User Feedback, and Affinity
Diagram were among the DT tools introduced to the students. Using a survey form,
each student assessed the efficacy of the DT tool and process. Student feedback
revealed that the DT process and tools significantly enhanced their understanding
of IoT projects. An expert assessment using a DT rubric was also carried out by a
lecturer having a master’s degree in information and technology to assess students’
performance using five criteria. Students need to do two rounds of Affinity Diagram
activity. The DT rubric results show students’ average scores increased from 2.52
to 3.48, indicating an improvement in students’ IoT project development using DT.
Keywords: Design thinking, IoT project, Empathize, Define, Ideate, Prototype, Test.
INTRODUCTION
The era of digitization is being ushered in by the Fourth Industrial Revolution (4IR), which
spreads through almost every facet of contemporary life. It is projected that by 2030, the
Page 2 of 11
122
Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 10, October-2024
Services for Science and Education – United Kingdom
introduction of 4IR will boost productivity in all sectors by thirty percent. The 4IR introduction
will lead to more skilled labor, more high-value goods, and better services in the future.
Young people are the backbone of a country. They are vital to the process of building a nation
since they are the asset of the next generation [1] [15]. To prepare a highly skilled workforce,
it is imperative that the youths are instilled with the desired skills. Youths are different from
the older generations in terms of their traits and abilities. Past research has shown that they
are more receptive to innovative and creative technologies. They have a higher motivation to
use the internet and greater proficiency with digital devices [10]. Since they had more exposure
to Internet of Things (IoT) devices than the older generations, they are more familiar with the
technology and more driven to embrace it [13]. Alqahtani et al. (2024) conducted a survey
targeting students to explore the factors that influence their willingness to adopt Internet of
Things (IoT) technologies and to identify key determinants that affect students' attitudes and
intentions towards the integration of IoT in their academic and professional contexts [26].
The teaching and learning of Programming for IoT can be tough. When teaching students, the
basics of programming and developing their programming skills to tackle real-world situations,
lecturers often face challenges and setbacks [2]. Students sometimes find it difficult to
transform their ideas for addressing problems into executable code and to comprehend and
visualize the logical flow of programs. Utilization of interactive activities, visual programming
tools, and real-world examples that complement the interests and experiences of students can
help lecturers to overcome these problems [3].
Programming abilities comprise a variety of elements, such as creating algorithms, debugging
code, comprehending grammar, analyzing requirements, and using the program development
environment [5] [11]. To program computers at an advanced level, one must possess some
fundamental abilities. Students should progressively learn the fundamental grammar,
structure, and style of a programming language [20].
Students’ final-year projects centered around the Internet of Things (IoT) offer students
opportunities to explore a broad spectrum of applications and technologies. The projects might
involve developing smart architecture systems, which integrate IoT to enhance building
efficiency and functionality. Students could also focus on home automation systems by utilizing
IoT to create interconnected devices that improve household convenience and energy
management. Additionally, environmental monitoring projects could leverage IoT to track and
analyze environmental conditions, contributing to sustainability efforts and data-driven
decision-making. Such projects not only demonstrate technical proficiency but also address
real-world challenges through innovative technological solutions [5].
Among the challenges in developing IoT systems are the limited exposure to IoT concepts and
the lack of appropriate methods and tools for learning IoT. Design Thinking (DT) provides a
human-centered approach to education that emphasizes the needs and experiences of learners.
By incorporating DT principles, educators can craft more engaging and impactful learning
experiences that empower students to thrive in a constantly evolving world [9]. Therefore, the
purpose of this research is to assess the effectiveness of DT tools and processes in developing
IoT projects among students.
Page 3 of 11
123
Zainal, S., Yusoff, R. C. M., Abas, H., Ibrahim, R., & Ab. Rahim, N. Z. (2024). The Use of Design Thinking in the Development of IoT Projects. Advances
in Social Sciences Research Journal, 11(10). 121-131.
URL: http://dx.doi.org/10.14738/assrj.1110.17696
LITERATURE REVIEW
Design Thinking in Education
Design Thinking (DT) is a systematic and innovative method for problem-solving that can be
applied across various disciplines through a user-centered approach [25]. In the DT process,
students work on targets that must be clearly defined and address unstructured problems
without predefined solutions. The effectiveness of DT in imparting 21st-century skills and
attributes to students underscores its educational value in solving design problems [8] [22].
The DT methodology is grounded in principles, such as empathizing to comprehend user needs,
defining the needs, conducting trials, prototyping, obtaining user feedback, refining the process,
and expressing ideas creatively through more than just words and symbols. Several studies
have explored the use of DT in learning programming and developing IoT projects [5] [16] [21]
[22] [23].
Design Thinking Process
Design Thinking is a non-linear, iterative methodology employed by teams to understand users,
question the assumptions, redefine problems, and develop innovative solutions for prototyping
and testing [6]. It is particularly effective for addressing ill-defined or ambiguous problems [2].
DT comprises five phases: Empathize, Define, Ideate, Prototype, and Test, as shown in Figure 1.
Figure 1: Design Thinking Process
1. Empathize: Promotes comprehension of users' needs and viewpoints. In the realm of
programming education, this might entail acquiring an understanding of the difficulties
and obstacles that learners encounter while attempting to understand programming
concepts.
2. Define: Articulate and develop the learning objectives and goals related to
programming or educational materials. It is essential to delineate the problem in
accordance with the interests and needs of the participants in the program.
3. Ideate: Foster creative problem-solving during the development of programming
exercises, projects, and assignments to generate three optimal solutions from which one
can be selected.
4. Prototype: Construct a sample of the chosen solution to address the identified problem.
Prototypes can be initially sketched using tools such as flashcards.
5. Test: Evaluate the proposed solutions by testing them and presenting the prototypes to
users to gather feedback. Based on whether the problem is resolved or not, the stages of
problem definition, design, and prototyping may be revisited and revised.