Systems Design Course Research Articles

A Frame Work for Development of Hybrid-teaching Factory (H-TEFA) Model on Virtual Lab application

The core of Industry 4.0 is the extensive use of Information System in organizational business processes. The competency of System Analysis and Design is required by companies as an expert in Information System development. UNITAMA, a higher education institution, is developing a program of study in Information Systems that produces competent professionals with a discipline in Analysis and Information System Design. The university will strengthen student competencies through a collaborative approach between the learning process and IDUKA. The type of research is Research & Development (R&D) research so that the process of developing virtual learning media technology media for the Hybrid Teaching Factory (H-TEFA) model is directed and systematic, so in this research and development using the ADDIE development model which consists of five development stages (analysis, design, product manufacturing, implementation and evaluation). The Virtual Lab is a modern learning method based on the Learning Management System (LMS) that provides students with more dynamic and customized educational materials for practical learning. The Virtual Lab UNITAMA is the development of a practical learning method designed and adapted to the needs of the Analysis and Information System Design course based on the IDUKA Information System, utilizing web-based IT technology that allows learning to take place remotely, not limited to the classroom and specific hours. The model of collaboration between teachers, students, and IDUKA in the Analysis and Information System Design course is enabled by the rapid development of technology and information systems in the era of Industry 4.0, using e-learning/LMS systems that are integrated with Virtual Lab. The Link & Match policy between the education sector and IDUKA is expected to improve the competencies of graduates and align them with IDUKA's specific needs.

Leveraging Agile Framework for a Project Based Learning Environment in Embedded Systems Design Course

Fast paced technological advancements lays more emphasis on embedded system design to real world applications. This mandates the inclusion of hardwarebased courses like Digital Electronics and Microprocessors & Microcontrollers. These pre-requisite courses introduced in the early semesters pave the way for students to develop keen interest, skill and proficiency in the area of embedded systems and System-on-Chip design. The challenges that lay before the course instructors are to kindle the students' interest in these courses and also to make them industryready engineers. In order to bridge the gap between the industry expectations and skills imparted in the undergraduate education, additional courses are offered to the students as value added courses. The students are offered ‘Embedded System Design using PIC Microcontrollers’ in the sixth semester exposing them to the real time challenges faced during the embedded system development. Further to handle real-time challenges, a modified Project Based Learning (PBL) – Agile based approach is adopted in this course. This paper presents the formation of curriculum for the course addressing the gaps and deployment of Agile methodology during the Project phase of the proposed value-added course. It preludes a habitat similar to the industry so that the students will be able to fit in and fluently blend the transformation from academia to industry. This paper also points out the importance of a well-defined rubric based assessment system, to ensure consistent and unbiased grading of project work by multiple instructors. Also, a quantitative metric ‘Attainment Index (AI)’ - weighted mean of the class quantizes the cohort’s performance in a simpler and more reliable form. A course end student feedback survey is conducted to measure the effectiveness of the employed method. the hiring process while exhibiting greater confidence and additional skill sets to the interview panel, ensuring that graduates are well-prepared to thrive in the ever-evolving field of embedded systems. Keywords—Agile Methodology; Embedded System Design; Project based learning; Rubrics Based Assessment; Self Reflection.

Active and Project-Based Learning Implementation in a Constructively Aligned Digital Systems Design Course

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This article describes efforts to improve the teaching and learning process for the digital system design course using active learning (AL) approaches in the classroom and a parallel hands-on project designed based on constructive alignment (CA). <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Background:</i> The digital systems design course is an important part of Undergraduate Electrical Engineering curriculum. Some students find the course difficult because the learning outcomes require them to create digital circuitry that executes algorithms. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Intended Outcome:</i> The course designed based on CA can support and enhance students’ learning of the subject matter. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Application Design:</i> Systematic AL aided by Padlet and E-learning were used to make students’ learning of concepts visible during class time, allowing timely feedback. The hands-on aspects of the course were implemented using project-based learning that was guided in parallel with the in-class content. The use of software and hardware in the project was emphasized and monitored through a continuous series of milestones. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Findings:</i> Analysis of students’ results and reflections on the learning experience in this course shows that the course has effectively developed the students’ understanding of digital system concepts. Comparing the performance of the AL class cohort to the traditional lectures approach on the course learning outcomes attainment based on written examination and assignments, the cohort that used AL outperformed the traditional teaching cohort.

BAZE UNIVERSITY COMPUTER SCIENCE STUDENTS' PERSPECTIVES ON PEN AND PAPER EXAMS FOR PROGRAMMING, AND DATABASE MANAGEMENT

Information and communication technology (ICT) is becoming common in various industries, including education. Technology enhances teaching and learning. It aids instructors to do their part as pedagogical environment designers. ICT enables teachers to make their lessons engaging and understandable for students at all levels of educational programs. ICT integration in education is a technologically oriented teaching and learning process that is closely related to the usage of ICT as educational instruments in classrooms. Baze University fully utilizes ICT for both teaching and learning. In addition, the students of the Department of computer science at Baze University are been thoroughly exposed to the theoretical and practical applications of programming languages and constructs. Although anecdotal evidence and some published data suggest that paper-based exams are still frequently utilized in introductory computer programming and design courses, students frequently express a preference for computer-based exams. At Baze University, students are been examined using the pen-and-paper examination method throughout their study. The research approach was centered on a quantitative research methodology, utilizing focus group sessions for data collection to acquire data from 200 – 300 level students. The purpose of the research is to determine the satisfactory level of students that are been assessed using pen-and-paper exam methods for programming, database, and system design courses at Baze University. The findings of the research show that Baze University students would generally prefer a computer-based exam approach for programming, and database management courses.

Using multi-focus group method as an effective tool for eliciting business system requirements: Verified by a case study.

This research aims to explore the multi-focus group method as an effective tool for systematically eliciting business requirements for business information system (BIS) projects. During the COVID-19 crisis, many businesses plan to transform their businesses into digital businesses. Business managers face a critical challenge: they do not know much about detailed system requirements and what they want for digital transformation requirements. Among many approaches used for understanding business requirements, the focus group method has been used to help elicit BIS needs over the past 30 years. However, most focus group studies about research practices mainly focus on a particular disciplinary field, such as social, biomedical, and health research. Limited research reported using the multi-focus group method to elicit business system requirements. There is a need to fill this research gap. A case study is conducted to verify that the multi-focus group method might effectively explore detailed system requirements to cover the Case Study business's needs from transforming the existing systems into a visual warning system. The research outcomes verify that the multi-focus group method might effectively explore the detailed system requirements to cover the business's needs. This research identifies that the multi-focus group method is especially suitable for investigating less well-studied, no previous evidence, or unstudied research topics. As a result, an innovative visual warning system was successfully deployed based on the multi-focus studies for user acceptance testing in the Case Study mine in Feb 2022. The main contribution is that this research verifies the multi-focus group method might be an effective tool for systematically eliciting business requirements. Another contribution is to develop a flowchart for adding to Systems Analysis & Design course in information system education, which may guide BIS students step by step on using the multi-focus group method to explore business system requirements in practice.

Scrutinizing UML Teaching and Learning Modeling Tools

The purpose of this paper was to identify, synthesize, and analyze the modeling tools, especially those that support UML modeling and interactive learning methods for Software Engineering and Information Systems Design courses. The goals were to guide both professors and students to choose the proper modeling tools to support software engineering courses objectives. The research identified many successful modeling tools that can help students use what is suitable for learning UML modeling and contribute to engaging students in modeling. Moreover, this research used the meta-ethnography method for synthesizing qualitative results in the area of software engineering, especially modeling. Group of modelling tools have been chosen for this paper based on their usages popularity and successfulness in producing high quality design models. &nbsp;The contribution of this paper is highlighting and defining the strengths, weakness, and limitations of each studied tool. &nbsp

SHDL—A Hardware Description Language and Open-Source Web Tool for Online Digital Systems Design Teaching

Hardware description languages and tools require a considerable amount of teaching activities in a digital systems design course, which is difficult to accommodate in a limited time frame, and to use for e-learning. This paper presents our user-friendly and open-source web-based digital design tool, SHDL, which is used to describe and simulate hardware components and translate them into a standard language. SHDL is a teaching language and tool for digital design, which aims to improve the teaching and learning experience in digital systems design courses. The use and evaluation of the proposed online teaching model for the Digital Electronic Systems Design (DESD) course, using the SHDL tool for e-learning during the COVID-19 phase, is presented. Using the SHDL language and web tool, we have created many examples of digital circuits that prepare students to explore their own designs. The example components can also be used as digital system modules, leading to better modularity of the final project. The use of SHDL in the DESD course has shown that the proposed language leads to fewer syntax, simulation and synthesis errors in the designed circuits. The evaluation results show that at the end of the laboratory exercises, there was no longer a difference in knowledge between the students without prior VHDL experience and the other students. The results encourage us to continue using SHDL, and to complement the traditional DESD teaching methods with e-learning.

Relevance Analysis of Systems Analysis and Design Courses With System Analyst Skill Needs

Entering the era of the industrial revolution 4.0, there is an increasing need for digital workers. However, based on available data, Indonesia's digital talent is still very lacking and there is a mismatch between the supply of labor and the needs of the industry which has led to an increase in the unemployment rate in Indonesia. This gap must be a concern of educational institutions, especially universities, to provide educational designs that are in accordance with industry needs. Systems analysis and design courses play an important role in the development of digital skills, especially for the System Analyst profession which is much needed at this time. Based on the various skills needed by the company for System Analysts, the relevance of the curriculum analysis and system design courses used in universities in Indonesia will be reviewed. This study uses content analysis methods to analyze information based on system analyst job advertisements and course lesson plans (RPS) for systems analysis and design courses. The data testing method is carried out using a correlation test which shows that there is no relationship between the analysis and system design courses with the needs of systems analyst skills in the industry today. With the Cartesian diagram, it is known that there are two skill categories that need to be prioritized for improvement in the learning plan for the system analysis and design course, namely testing (SIT and UAT) and basic programming.

Creating Meaningful Learning and Improving Students’ Knowledge Using Game-based Learning in Higher Education

This paper aimed at investigating the use of game-based learning approach in creating meaningful learning experiences and its influence in improving students’ knowledge on the subject matter. A total number of 120 students enrolled in the accounting system analysis and design course in a university participated in this experimental study. Grounded by Kolb’s experiential learning theory, an experiment was conducted to explore how participants involve themselves in learning from experience by playing educational game. Data were collected through pre and post quiz scores, questionnaire surveys, interviews, and reflections on the students’ feedback. The results of the t-test analysis showed that students achieved higher marks after the game intervention and the difference in the mean score between before and after the game played is statistically significant. The findings suggested that the game-based learning approach in teaching and learning can assist students in understanding the subject better than the teacher-centred approach. The results of the study also found that the learning sessions were more engaging and fun as the respondents enjoyed learning through playing games. In addition, the game-based learning approach motivates them to conduct self-study while seeking answers to solve the game tasks. Practically, this study contributes to disseminate awareness among academicians and industry practitioners in developing more educational games that can be used in teaching and learning. Theoretically, it contributes to the existing literature of game-based teaching approach.

The Impact of Flipgrid in Students’ Learning Experience at Higher Learning Institution

Student-generated videos have been accepted as part of interactive learning activities in the classroom. The aim of this study is to provide insights into the impact of Flipgrid, which is an interactive social learning platform for student-generated videos, on students’ learning experience. The research design follows five principles of the Scholarship of Teaching and Learning (SoTL). This study focused on how students generate their own understanding of the concepts they learnt and shared through the Flipgrid application, using generative learning theory as its underlying foundation. A total number of 117 students who enrolled in the Accounting System Analysis and Design course in a university participated in this study. Data were collected using the students’ written reflections. The findings of this study revealed that the student-generated video through Flipgrid contributed to the positive students’ learning experience. In this regard, it boosted the confidence level, improved the understanding of the topic’s content, a fun learning activity, and others, such as improved students’ video editing skills. The outcomes offer insights into how Flipgrid can be used and beneficial for the learning activity.

Embedded System Design Student’s Learning Readiness Instruments: Systematic Literature Review

To evaluate and measure the effects of student’s preparation before studying an embedded system design course, a systematic literature analysis was conducted, spanning publications from 1992 to 2020. Furthermore, evaluating such effects may help to close the gap between academically taught abilities and industry-required skills. The goal of the review was to gather and evaluate all reputable and effective studies that have looked into students’ learning preparation issues and solutions in embedded system design courses. Nonetheless, the purpose of this work was to extract and discuss the key features and methodologies from the selected research publications in order to present researchers and practitioners with a clear set of recommendations and solutions. The findings revealed that no instrument has been developed yet to assess students’ readiness to take up an embedded system design course. Furthermore, the majority of the instruments offered lacked concept clarity.

EFEKTIFITAS PENGGUNAAN APLIKASI DARING DAN VIDEO CONFERENCE MATERI SYSTEM DESIGN AND ANALISYS METHOD (SDAM) MASA PANDEMI

The phenomenon of the Covid-19 virus that spreads to Indonesia which causes the death rate to increase, Covid-19 has an impact on the application of learning patterns in the world of education. This also occurs in the course of the study program system design and analysis method (SDAM) for Computer and Information Engineering Education, Tarbiyah, IAIN Bukittinggi. The process of delivering lecture material switches from face-to-face (offline) to fully digital (online) by utilizing educational-based applications, namely Scoology and Zoom Meetings. The purpose of this study was to determine the level of understanding of students in using the application. The research method used is a survey method which was conducted online by taking samples of students in the System Design and Analysis Method (SDAM) course. The expected result of this research is that it can be used as a benchmark in the development of the online teaching and learning process in the coming semester

Improving the Learning Effectiveness of Information System Analysis and Design Courses with Collassion Learning

The information systems analysis and design course are compulsory in the Information Systems Study Program. The majority of the graduate profiles demonstrate a great level of experience as systems analysts. Every year the number of students in this program at the University of Technology, Mataram, with scores below B is average 37.35%. This value corresponds to the annual student population being unable to conduct the course activities effectively. Therefore, the purpose of this research is to generate an appropriate learning model for the information system analysis and design course to improve higher-order thinking skills. The methodology involved research and development (R&amp;D) that combines two learning development models, termed research and information collection. This research occurs as the first stage of Borg &amp; Gall’s model and the Step of System Approach Model of Educational Research and Development, adapted from Step Learning Design by Dick &amp; Carey. Based on the analysis results of student demands, literature review, and the reference to existing problems, the need to develop a learning model for the information systems analysis and design course appears very essential. This is achieved by adopting a problem-based learning model known as “Collassion”, mainly supported by information and communication technology in relation to collaboration and discussion. A validity test was subsequently performed by 4 experts and the model effectiveness was determined, using product effectiveness analysis. The posttest average score was attained at 81.21, with 82.76% of student completion rate in accordance with the specified minimum competency standards. This score has increased significantly up to 72.41% from the pretest mean value at 43.69, with a percentage of completeness of 6.90%. Furthermore, the effectiveness test results showed the ability of Collassion Learning in enhancing the learning effectiveness of the sample course.

Implementation of the E-PBL Learning Model Using the Collassion Learning-App to Maximize the Collaboration and Student Discussion Process in Solving Problems

The purpose of this research is to generate an appropriate learning model for the information system analysis and design course. This research was conducted at the Faculty of Information and Communication-Technology, Universitas Teknologi Mataram. This research used the R&amp;D method, which can be used to systematically design new products through various stages. The preliminary research was conducted by distributing questionnaires, which were filled out by 131 students. The questionnaire results described the learning model which includes group assignments and exercises given by lecturers. Also, they desire the involvement of lecturers during and after the class through involving technology. The implementation of the applied learning model consisted of learning steps, reaction principles, social systems, and support systems. The approach helped students to collaborate and discuss effectively, both during and outside lecture hours, devoid of space and time constraints. The model is validated by expert testing, followed by suggestions to improve or revise the design to obtain a final product appropriate to the needs and related to the theoretical principles. The product trials in the field was conducted in three stages, namely One-to-One, Small Group, and Field Trials. The effectiveness test was performed by comparing the initial and final results. The research finding shows that e-PBL-based Information System Analysis and Design learning model was proven effective in increasing students' ability to perform information system analysis and design activities. Therefore, it can be recommended for use in learning.

Teaching Research and Practice of Logistics Management Major Based on OBE-CDIO – A Case Study of Logistics System Planning and Design Course

The economic and social progress under the new era has put forward new requirements for logistics talents. Based on the teaching concept of OBE-CDIO as well as the training program and objectives of logistics management major in Guangzhou Maritime University, this study analyzes and discusses how the Logistics System Planning and Design course, which is targeted at students majoring in logistics management, enables the students to meet the graduation requirements by virtue of realizing the course objectives.

Online assignment approach in mechatronics system design course using Google classroom

Abstract : In this cyber-driven world, assignments are submitted by higher education students by using pen, paper and pencil. With the outbreak COVID-19, the smart phones, tablets and computers/laptops play a vital role in educating the school students as well as higher education students. Despite the fact that the current generation students' skill development is through additional education modes like assignments, formative assessment, and model-based assignments and so on, the teaching and learning process remains old. Very few educators are using smart education tools to collect feedbacks, to assess student's knowledge using open CV's like Padlet, Plickers, Moodle and Google classroom. The introduction of online assignment submission enriches the student's skills, knowledge and content development skills. In this paper, the student's activities for submission of assignment and subject content clarification are performed using Google classroom as an interactive tool. The introduction of online assignment submission creates measurable difference in student's performance over traditional assignment submission.Although the student's performance, student characteristics and study behavior are explained using case study on Mechatronics system Design course and its impact on the students for further improvement in education system. Keywords: Peer teaching, online assignment, Google classroom, Mechatronics system design

Characterizing Team Orientations and Academic Performance in Cooperative Project-Based Learning Environments

Information technology professionals are required to possess both technical and professional skills while functioning in teams. Higher education institutions are promoting teamwork by engaging students in cooperative and project-based learning environments. We characterized teams based on their collective orientations and evaluated their team performance in a cooperative project-based learning environment situated in a sophomore-level systems analysis and design course. We explored the orientation patterns in terms of goals, roles, processes, and interpersonal relations (GRPI). Specifically, we analyzed team retrospectives of 23 teams using a mixed-method approach. Findings characterized teams into balanced and unbalanced orientations. Teams with balanced orientations demonstrated a higher level of team performance in terms of academic achievement than the unbalanced category.

Characterizing Student Proficiency in Software Modeling in Terms of Functions, Structures, and Behaviors

Software modeling is an integral practice for software engineers, especially as the complexity of software solutions increases. Unified Modeling Language (UML) is the industry standard for software modeling. however, it is often used incorrectly and misunderstood by novice software designers. This study is centered around understanding patterns of student proficiency of abstraction and systems thinking within a software modeling context. The participants of this study (n = 97) belonged to a systems analysis and design course that is primarily taken by second-year university students. The exam solutions to a case study from the course were evaluated for modeling proficiency. As evidence of proficiency in abstract thinking and systems thinking, we evaluated UML activity diagrams, class diagrams, and sequence diagrams and the alignment between these representations in terms of functions, structures, and behaviors. The results suggest students being proficient in modeling the functional aspects of an information system while facing some difficulty in capturing the structural and behavioral aspects of an information system. Clustering analysis revealed two groups within the sample, with one group displaying a significantly higher abstraction and systems thinking ability. Statistically significant correlations were also found between student proficiency of abstraction and their modeling proficiency in terms of functions, structures, and behaviors.

Development of an ERP System Design Course to Improve Students' Learning Outcomes

This paper describes the design and evaluation of an ERP system design course, which utilizes experiential learning theory along with open ERP sys-tem to provide the students with a holistic and cost-free learning environ-ment. The objective of the course is to familiarize students with the ERP se-lection and implementation life-cycle. When designing the pedagogical framework, the goal was to help students, especially those with little to no working experience to acquire the necessary knowledge, and develop the practical technical experience. Additionally, it was necessary to help students appreciate the depth and issues involved in the ERP system selection and implementation life-cycle. Lectures, case discussions, system demos with interactive labs, and group projects were used all together to enable in depth learning of the proposed topics. We focus on open source ERP system to provide the students with the required hands-on experience, and also to demonstrate that such approach can be utilized even by low resource universities. This paper includes details of the proposed framework. The proposed framework was taught and evaluated in a 1-semester graduate level course at the university of Jeddah, in Jeddah, Saudi Arabia. The course design was in-directly assessed using a survey, and the results revealed the positive impact that the proposed framework had on students’ learning outcomes. The results of the assessment support that experiential based learning using open source ERP systems can lead to improved learning outcome.

Application of Analytical Hierarchy Process in Evaluating the Student Acceptance of E-Learning Implementation for Logic and System Modelling Learning

The logic and modeling of systems thinking are studied by students in various subjects, one of which is mathematics. An e-learning system can be used to learn these abilities. Survey was conducted using sample from student in Information system design courses. The data obtained was evaluated using the Analytical Hierarchy Process. The AHP method was chosen in order to obtain an effectiveness comparison between e-learning tools and face-to-face learning in the classroom.