Abstract
This article is devoted to the experience of applying the Blended Project-Based Learning Approach Using Visualization Technology in teaching mobile application development for IT-students. The Blended Project-Based Learning Approach Using Visualization Technology is based on a project-based method, pair programming, teamwork and using of digital educational resources as a visual learning content. The authors describe the impact of the used teaching methods and digital educational resources on the student's cognitive skills during the mobile application development. During workshop the students gained hands-on experience on mobile application development through «active doing» method, interactive tasks and building different types of mobile application projects. The workshop's curriculum is developed in terms of the scaffolding. So, the students improve the skills develop projects starting from simple «Hi, Kazakhstan!» to a complete software with functions of search and update from the Internet. The well-designed project topics on development mobile application arise the interest and provide the high motivation of the learners. 
 The impact of Blended Project-Based Learning Approach is evaluated through questionnaire, testing and evaluation of mobile application projects developed by students. The effectiveness of the blended approach for teaching mobile application development is confirmed by the empirical data
Highlights
Mobile computing is one of the rapidly developing areas of computing
After the ACM computing curricula was published in 2013, where many of the courses covered the topic of mobile computing, the mobile application development course began to be implemented by many universities
In view of this feature the earlier works considered the issues of integrating the mobile application development course into the «Computer Science» curricula [4], [9], [11], [12]
Summary
Mobile computing is one of the rapidly developing areas of computing. Mobile applications are successfully used as part of innovative educational technologies to enhance learning in various disciplines [1], [2] and the demand for competent mobile application developers globally is high [3]. After the ACM computing curricula was published in 2013, where many of the courses covered the topic of mobile computing, the mobile application development course began to be implemented by many universities. A feature of the mobile application development course is in the interdisciplinary correlations between traditional areas of computer science such as software development, human-computer interaction, web programming, data security, and network interaction. In view of this feature the earlier works considered the issues of integrating the mobile application development course into the «Computer Science» curricula [4], [9], [11], [12].
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