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Enhancing Analytical Classes with Role-Playing Debugging Exercises

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Enhancing Analytical Classes with Role-Playing Debugging Exercises
Γλώσσα: English
Συγγραφείς: Sara Babaee, Maryam Afzalabadi
Πηγή: Decision Sciences Journal of Innovative Education. 2026 24(3).
Διαθεσιμότητα: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Journal Articles
Reports - Research
Descriptors: Role Playing, Learning Activities, Data Interpretation, Skill Development, Artificial Intelligence, Computer Software, Troubleshooting, Problem Solving, Logical Thinking, Interdisciplinary Approach, Cooperative Learning
DOI: 10.1111/dsji.70026
ISSN: 1540-4595
1540-4609
Περίληψη: This article presents a role-playing activity designed to address a common challenge in analytical courses, where students rely on software outputs without fully understanding the underlying analytical concepts. The activity highlights the continued significance of human analysts in interpreting results, guiding analysis, and leveraging domain expertise, skills that persist as essential even with advancements in AI. The exercise simulates the software maintenance stage, requiring students to switch between user and developer roles to identify and fix software bugs. This structure promotes both technical proficiency and soft skill development, particularly in communication and collaborative problem-solving. Student feedback, including qualitative reflections and quantitative survey results, demonstrated significant learning gains, with over 80% reporting improvements in analytical reasoning, debugging skills, and communication abilities. The activity aligns with Education 4.0 principles by promoting interdisciplinary collaboration, adaptive learning, and experiential engagement. The article concludes with practicl recommendations for integrating such activities into analytical coursework, emphasizing the importance of clear initial guidance and reflective debriefing to maximize learning outcomes.
Abstractor: As Provided
Entry Date: 20260101
Αριθμός Καταχώρησης: EJ1513119
Βάση Δεδομένων: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Sara+Babaee%22">Sara Babaee</searchLink><br /><searchLink fieldCode="AR" term="%22Maryam+Afzalabadi%22">Maryam Afzalabadi</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: This article presents a role-playing activity designed to address a common challenge in analytical courses, where students rely on software outputs without fully understanding the underlying analytical concepts. The activity highlights the continued significance of human analysts in interpreting results, guiding analysis, and leveraging domain expertise, skills that persist as essential even with advancements in AI. The exercise simulates the software maintenance stage, requiring students to switch between user and developer roles to identify and fix software bugs. This structure promotes both technical proficiency and soft skill development, particularly in communication and collaborative problem-solving. Student feedback, including qualitative reflections and quantitative survey results, demonstrated significant learning gains, with over 80% reporting improvements in analytical reasoning, debugging skills, and communication abilities. The activity aligns with Education 4.0 principles by promoting interdisciplinary collaboration, adaptive learning, and experiential engagement. The article concludes with practicl recommendations for integrating such activities into analytical coursework, emphasizing the importance of clear initial guidance and reflective debriefing to maximize learning outcomes.
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