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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
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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.
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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.
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RESEARCH METHODOLOGY
Research Design
This research utilizes a quantitative methodology through a survey questionnaire for data
collection. Quantitative studies offer several advantages, including objectivity, the ability to
conduct statistical analysis, generalizability to larger populations, reliability through consistent
results, precision in measuring variables, and the capacity to handle larger sample sizes,
enhancing overall insights.
Research Population and Sampling
This research involved final-year students enrolled in the undergraduate program taking a
Diploma in Information Technology at Kolej Professional Baitulmal Kuala Lumpur, Malaysia.
Twenty-two students participated in the survey, consisting of 13 male and nine female students
divided into five groups. Additionally, one information and technology lecturer who taught the
final project course participated in this research.
Instrumentation
A structured survey questionnaire utilizing a five-point Likert scale was distributed among
students to evaluate the effectiveness of the Design Thinking (DT) process and associated tools
in the context of developing Internet of Things (IoT) projects. The survey aimed to gather
quantitative data on how well these methodologies facilitated students' project work and
overall learning experience. The Likert scale allowed for a nuanced assessment of various
aspects of the DT process, including its utility, efficiency, and impact on the students’ project
outcomes. The response options range from 'Strongly disagree' to 'Strongly agree'.
In addition to the student survey, a Design Thinking rubric was employed by a lecturer to
provide an objective evaluation of students’ progress in understanding and applying concepts
related to IoT projects. This rubric was designed to assess various dimensions of student
learning, including their grasp of key IoT principles, their ability to implement DT
methodologies, and the quality of their project outcomes. The use of the rubric allowed for a
comprehensive assessment of student improvement from an expert perspective, offering
insights into the effectiveness of the DT tools and processes as perceived by educators.
The combination of student survey data and lecturer assessment provided a robust framework
for evaluating the impact of Design Thinking methodologies on the development of IoT projects.
This dual approach facilitated a thorough examination of both subjective student experiences
and objective educator evaluations, contributing to a well-rounded understanding of the DT
process's effectiveness in educational settings. Through this study, valuable insights were
gained into how Design Thinking tools and strategies influence student learning and project
development in the field of the Internet of Things.
Data Collection
Students were required to complete a series of four tasks that integrate the Design Thinking
(DT) process using an Affinity Diagram, which employed sticky notes for organizing ideas. The
Affinity Diagram is a method designed to facilitate brainstorming and the systematic
organization of ideas, information, and data into coherent groups or categories. This method is
particularly effective for managing large volumes of unstructured information or addressing
complex problems, as it promotes creative thinking, encourages collaborative efforts, and
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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
supports decision-making based on a structured understanding of intricate information [7].
Two rounds of creating Affinity Diagrams were conducted. During the first round, lecturers
guided the students through the DT process, helping them familiarize themselves with the
method. In the subsequent round, students independently executed the tasks, allowing them to
apply their learned skills autonomously. This iterative approach, involving two distinct rounds,
enables students to explore and develop innovative solutions that are closely aligned with user
needs and insights. By iterating through the Affinity Diagram process, students can refine and
enhance their ideas continuously, thus reducing the risk of failure and increasing the likelihood
of achieving successful outcomes. Ultimately, students developed a prototype of their IoT
project independently over the course of three days.
Task 1:
Generate Ideas and Display Ideas (Empathize) The initial task required students to identify the
needs associated with the IoT project they were developing. The lecturer presented real-life
problem scenarios, and students were instructed to brainstorm without judgment, ensuring
that all ideas were shared and considered. This task emphasized the importance of empathizing
with user needs and fostering an open, non-judgmental brainstorming environment.
Task 2:
Sort Ideas (Define) In the subsequent task, students categorized and defined the problems
using the Define Problem Statement form. This template helps students to articulate the
problem in a structured manner, specifying an ideal situation such as “We want to be able to
[destination] so that [population] will be able to [gain],”.
Following the initial stages of problem identification, students advanced to brainstorming
solutions by crafting their Point of View (POV) statements.
Task 3:
Create Header Cards (Ideate) In the ideation phase, students were tasked with selecting the
most viable solution from three shortlisted ideas. They were allotted 45 minutes to create a
mind map, a technique that aids in generating and organizing ideas through visual
representation. Mind maps facilitate the free flow of thoughts by visually depicting
interconnected concepts and ideas. This method enhances creative thinking by enabling
students to explore various perspectives and structure their ideas effectively, which ultimately
fosters a more productive brainstorming session.
Task 4:
Draw a Finished Diagram (Prototype and Test) During the prototyping phase, students
presented their solutions using storyboards. These storyboards were then reviewed by their
peers, who provided feedback on whether the prototype effectively addressed user needs. This
peer review process involved detailed and honest critiques, with students highlighting both the
strengths and weaknesses of the prototype. Based on the feedback, students revised their
prototypes, incorporating suggestions to better align with user requirements. The revised
prototype was then presented again for further evaluation, leading to the development of the
final version.
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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
Table 1 shows the scores obtained from the criteria of the DT rubric of the 5 different groups
(group members change in each design task) related to DT tasks and the average scores of the
five groups for each design task. The average score of the groups from the first DT Task was
2.52 and for the second DT Task was 3.48. The scores show an increase when Design Thinking
was used in their project task. This result proves that DT can give a positive outcome for
students in their learning of IoT programming, which aligns with previous research [8].
Demographic Information of Survey Respondents among Students
The demographic profile of students who participated in the survey, as shown in Table 2,
includes various categories that provide insights into their educational background, personal
characteristics, and academic status. The research was conducted with 22 final-year students
from the Diploma in Information Technology program at Kolej Profesional Baitulmal Kuala
Lumpur.
Table 2: The Demographic Profile of Students Who Participated in The Survey
Gender Total Percentage
Male 13 29%
Female 9 41%
Results from the Survey with Students
At the end of the Design Thinking (DT) task, students completed a questionnaire designed to
assess the effectiveness of the DT tools and process. The results are presented in Table 3.
Table 3: Student Scores Regarding DT Tools and Process
No Statements Average
score
Mode Std
Q1 During a brainstorming session, I understand the needs of Dev
the IoT project.
4.1 4.0 0.61
Q2 I start the design process by getting information from others. 4.0 4.0 0.65
Q3 I can demonstrate an understanding from other perspectives. 4.1 4.0 0.68
Q4 I can synthesize the given information and prioritize the
needs.
4.0 4.0 0.62
Q5 I can generate new ideas based on input from others. 4.3 4.0 0.63
Q6 I can reach out to extraordinary ideas through simple ideas
by brainstorming.
3.9 4.0 0.64
Q7 I can use many techniques such as mapping and trees to
present the ideas.
4.1 4.0 0.77
Q8 I can create a physical or visual presentation of an idea. 4.2 4.0 0.73
Q9 I can present an idea that can be evaluated and developed. 4.0 4.0 0.72
Q10 I managed to identify a suitable real-life application for
future needs.
3.9 4.0 0.75
Q11 I managed to arrange the feedback into operational results. 3.9 4.0 0.71
Q12 Overall, I found that DT is effective for the development of
IoT project.
4.2 4.0 0.70
Regarding the effectiveness of Design Thinking (DT) in idea generation and presentation, all
participants concurred that the brainstorming sessions were instrumental in clarifying the
needs of their IoT projects (Q1, Q6). They acknowledged that the Define Problem Statement
form and the Point of View (POV) template significantly facilitated the creation of new ideas by
integrating feedback from others (Q2, Q3, Q4, Q5). Additionally, participants found the mind
map to be an effective tool for organizing and presenting their ideas (Q7, Q9). They also agreed
that their ideas could be effectively represented both visually and physically (Q8, Q11). The
overall findings indicate a consensus among participants that the DT tools and processes are
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highly effective in the development of IoT projects, as they assist in identifying appropriate real- life applications to address future needs (Q10, Q12).
DISCUSSION
The findings obtained in this study proved that Design Thinking (DT) can assist students on the
Internet of Things (IoT) project development and enhance their understanding. Among 12
items in the survey questionnaire, the majority received a mean score above 4.00, indicating
the overall positive perception among students regarding the use of DT in IoT project
development. The expert assessment done by a lecturer on students’ performance in
developing IoT projects using DT was also encouraging. Based on the five criteria in the DT
rubric used by the lecturer, the average scores of students displayed an increment in students’
performance and understanding of IoT projects using DT.
Design Thinking (DT), a human-centered approach to innovation and problem-solving, has
increasingly been applied in educational settings to enhance learning outcomes among youth
in Asia. Recent studies have underscored its effectiveness in fostering creativity, critical
thinking, and practical skills among young learners in this region [5]. In recent years, Design
Thinking (DT) has been increasingly integrated into undergraduate curricula in Malaysia,
particularly in the context of Internet of Things (IoT) projects [9] [17]. This approach is
designed to enhance students’ ability to solve complex, real-world problems through a user- centered and iterative process. The results obtained in this study supported the
recommendation by scholars in the use of DT for teaching and learning activities [24].
The application of Design Thinking to IoT projects in Malaysian higher education has been
shown to significantly benefit undergraduate students. Incorporating DT methodologies into
IoT-related coursework allows students to develop a deeper understanding of the both
technological and human-centered aspects of their projects [12] [17]. Their research highlights
how DT encourages students to empathize with end-users, prototype solutions, and iteratively
refine their designs, leading to more innovative and practical IoT solutions. From the expert
assessment of this study, the higher scores obtained by students in the second round of the DT
task compared to the first task shows students’ improvement in their understanding of IoT
projects and DT processes, including empathizing with users, designing prototypes, and
refining their designs.
A study by Rahman et al. (2023) investigated the impact of Design Thinking on IoT project- based learning at Malaysian universities [20]. Their findings suggest that DT not only improves
technical competencies but also enhances students’ problem-solving and teamwork skills.
Students who engaged in IoT projects using DT were found to be more adept at identifying user
needs, developing functional prototypes, and integrating feedback to improve their designs
[14]. This study not only assesses students’ performance through expert judgement but also
students’ perception regarding the effectiveness of DT through survey questionnaires. Hence,
the results of this study provide a deeper understanding of the effectiveness of DT for IoT
project development. The results of this study supported prior research regarding the role of
DT in bridging the gap between theoretical knowledge and practical application [18].
This study demonstrates that the application of Design Thinking in undergraduate IoT projects
in Malaysia provides significant educational benefits. It enhances students’ technical and
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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
problem-solving skills, aligns with user needs, and fosters essential socio-emotional
competencies, thereby contributing to a more holistic and effective learning experience.
CONCLUSION
This study investigated the efficacy of Design Thinking (DT) phases, such as the Empathize,
Define, Ideate, Prototype, and Test phases applied in the context of developing Internet of
Things (IoT) projects. The research was conducted with 22 final-year students from the
Diploma in Information Technology program at Kolej Profesional Baitulmal Kuala Lumpur and
one information and technology (IT)lecturer. The study aimed to assess how the DT tools and
processes influenced students' capabilities in IoT project development.
The analysis revealed that students utilized several DT tools effectively, including the Define
Problem Statement template, the Point of View (POV) template, the User Feedback
mechanisms, and the Affinity Diagram. These tools played a crucial role in enhancing students'
understanding of IoT project development. For instance, the Define Problem Statement
template and POV template facilitated the clarification and articulation of project goals and user
needs, which are essential for generating relevant and innovative solutions. The use of the
Affinity Diagram helped students systematically organize and categorize their ideas, while User
Feedback provided valuable insights into the effectiveness of their prototypes.
The results of the study indicate that the application of DT tools and processes substantially
improved students' comprehension of the complexities involved in IoT project development.
This improvement underscores the potential of integrating Design Thinking methodologies
into the curriculum of technical education programs. By offering a structured framework for
addressing complex problems, DT not only aids in teaching intricate technical concepts but also
fosters creativity and enhances problem-solving skills among students.
Given these positive findings, it is advisable for educators to consider the incorporation of DT
methodologies into their instructional strategies. Doing so could better equip students to meet
the challenges of the IoT industry, where innovative thinking and effective problem-solving are
crucial. Furthermore, incorporating DT into educational curricula may lead to more robust and
practical learning experiences that align with industry demands.
To build on these insights, future research should examine the long-term effects of Design
Thinking on students' performance in real-world IoT projects. Additionally, exploring the
applicability of DT methodologies across various educational settings and disciplines could
provide a broader understanding of its benefits and limitations. Such research would
contribute to refining DT approaches and enhancing their integration into diverse educational
contexts, ultimately improving the preparation of students for professional roles in technology- driven industries.
ACKNOWLEDGEMENT
This research is supported by the Ministry of Education Malaysia under the Fundamental
Research Grant Scheme (Ref: FRGS/1/2021/ICT08/UTM/02/1)
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