Supporting Active Learning in STEM Higher Education Through the User-Centred Design Sprint

Software development presents technical and social challenges for new entrants to the field, particularly in empathizing with potential users. That can lead to misunderstanding of users' needs and requirements, affecting the user experience. Research has shown that implementing user-centred design (UCD) methods during software development positively impacts the overall user experience. Thus, teaching higher education students UCD methods from the beginning of their undergraduate studies is preferable, as upskilling later in their professional work can be a more complex endeavour. A process called the User-Centred Design Sprint (the UCD Sprint) covering 14 UCD methods was introduced to first-semester undergraduate Computer Science students at Reykjavik University, during a 7-week period through lectures and on-site problem-solving sessions. As additional support, the students were provided with a digital aid on the UCD Sprint, supporting the learning process. Feedback on the learning of the UCD Sprint process was collected through in-person surveys with 70 respondents, and qualitative digital aid evaluations through student reporting from 110 respondents. The findings show that the students rated direct interaction with users, especially high. On the opposite end, the students rated methods aimed at refining the initial ideas on the lower side of the rating scale. The students mentioned seeing the value of using the UCD Sprint process when developing software to better empathize with and cater to users' needs. The students used the digital aid provided alongside tools such as in-class slides, the textbook, and internet-based support. Overall, the student feedback on the digital aid was positive, with students appreciating clear instructions for conducting the methods in the UCD Sprint process. This paper reports a mixed-method study with results diverging into a three-fold contribution. Firstly, it reports the perceived usefulness of the UCD Sprint process and the experience of using it during the course. Secondly, findings from the usage of a digital aid to accompany the UCD Sprint process are reported. This provides the basis for the third contribution, which is presented in terms of recommendations that others can utilise when developing digital aids for assisting students in higher education.