Enhancing Algorithmic Design through Mobile-Supported Constructivist Learning: A Problem-Based Approach.
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| Title: | Enhancing Algorithmic Design through Mobile-Supported Constructivist Learning: A Problem-Based Approach. |
|---|---|
| Authors: | Guiza, Rafael Ricardo Mantilla1 rmantilla1@udi.edu.co |
| Source: | International Journal of Interactive Mobile Technologies. 2026, Vol. 20 Issue 6, p125-141. 17p. |
| Subjects: | Problem-based learning, Algorithms, Constructivism (Education), Mobile learning, Computational thinking, Engineering education |
| Abstract: | This study examines a mobile-supported constructivist learning environment (CLE) grounded in problem-based learning (PBL) to foster computational thinking (CT) and algorithm design skills among first-year engineering students. A quasi-experimental pretest and posttest design (n = 62) was implemented using a custom web and mobile platform that enabled ubiquitous access, immediate automated feedback, and iterative practice on structured algorithmic challenges aligned with CT dimensions related to knowing, doing, and being. This instructional design builds upon established CLE and PBL frameworks reported in prior studies, and is consistent with recent evidence on the role of mobile and intelligent technologies in supporting CT development in higher education contexts. Paired sample analyses showed statistically significant improvements across CT components, with t values ranging between 8.22 and 22.92 and Cohen's d values exceeding 1.0, indicating very large effect sizes. These findings demonstrate a substantial increase in student proficiency from the baseline. Qualitative evidence derived from rubric-based reflections highlighted increased autonomy, collaboration, and learner motivation facilitated by mobile access and interactive problem solving. The contribution of this work lies in three aspects: a hybrid CLE and PBL instructional model operationalized through mobile-supported practice, a competency framework integrating knowing, doing, and being dimensions of learning, and empirical evidence of learning gains in algorithmic problem solving. The findings support mobile and interactive technologies as effective catalysts for flexible and learner-centered instruction in programming education. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Interactive Mobile Technologies is the property of International Journal of Interactive Mobile Technologies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: egs DbLabel: Engineering Source An: 192680393 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enhancing Algorithmic Design through Mobile-Supported Constructivist Learning: A Problem-Based Approach. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Guiza%2C+Rafael+Ricardo+Mantilla%22">Guiza, Rafael Ricardo Mantilla</searchLink><relatesTo>1</relatesTo><i> rmantilla1@udi.edu.co</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Interactive+Mobile+Technologies%22">International Journal of Interactive Mobile Technologies</searchLink>. 2026, Vol. 20 Issue 6, p125-141. 17p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Algorithms%22">Algorithms</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Mobile+learning%22">Mobile learning</searchLink><br /><searchLink fieldCode="DE" term="%22Computational+thinking%22">Computational thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examines a mobile-supported constructivist learning environment (CLE) grounded in problem-based learning (PBL) to foster computational thinking (CT) and algorithm design skills among first-year engineering students. A quasi-experimental pretest and posttest design (n = 62) was implemented using a custom web and mobile platform that enabled ubiquitous access, immediate automated feedback, and iterative practice on structured algorithmic challenges aligned with CT dimensions related to knowing, doing, and being. This instructional design builds upon established CLE and PBL frameworks reported in prior studies, and is consistent with recent evidence on the role of mobile and intelligent technologies in supporting CT development in higher education contexts. Paired sample analyses showed statistically significant improvements across CT components, with t values ranging between 8.22 and 22.92 and Cohen's d values exceeding 1.0, indicating very large effect sizes. These findings demonstrate a substantial increase in student proficiency from the baseline. Qualitative evidence derived from rubric-based reflections highlighted increased autonomy, collaboration, and learner motivation facilitated by mobile access and interactive problem solving. The contribution of this work lies in three aspects: a hybrid CLE and PBL instructional model operationalized through mobile-supported practice, a competency framework integrating knowing, doing, and being dimensions of learning, and empirical evidence of learning gains in algorithmic problem solving. The findings support mobile and interactive technologies as effective catalysts for flexible and learner-centered instruction in programming education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Interactive Mobile Technologies is the property of International Journal of Interactive Mobile Technologies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3991/ijim.v20i06.58489 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 125 Subjects: – SubjectFull: Problem-based learning Type: general – SubjectFull: Algorithms Type: general – SubjectFull: Constructivism (Education) Type: general – SubjectFull: Mobile learning Type: general – SubjectFull: Computational thinking Type: general – SubjectFull: Engineering education Type: general Titles: – TitleFull: Enhancing Algorithmic Design through Mobile-Supported Constructivist Learning: A Problem-Based Approach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Guiza, Rafael Ricardo Mantilla IsPartOfRelationships: – BibEntity: Dates: – D: 15 M: 03 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 18657923 Numbering: – Type: volume Value: 20 – Type: issue Value: 6 Titles: – TitleFull: International Journal of Interactive Mobile Technologies Type: main |
| ResultId | 1 |
