Physical Software Design: An Innovative Instructional-Based Method Using Project-Based Learning.

The current approach in software engineering curricula largely stresses learning programming principles, code building, and large-scale testing but often neglects the importance of applying domain-specific knowledge and original ideas in creating practical software solutions. To tackle this shortcoming, we orchestrated an experiment encouraging students to comprehend the necessity of domain expertise and initial high-level design before plunging into coding and system development. In our experiment, students were tasked with designing a software application that calculates the maximum cube volume from a given length of wood. The first phase, which saw the students mainly focus on coding, resulted in a flawed calculation as it disregarded two dimensions of the wood. The second phase of the experiment introduced a physical component: students had to physically build the cube using their software. The realization of their calculation error prompted an understanding of the importance of careful design and prototyping. Afterward, students adjusted their approach, incorporating careful drawing and calculation into their process. This led to the correct algorithms to find the cube's maximum volume and precise dimensions. Further projects involving different geometric shapes reinforced this learning. The experiment demonstrated the value of incorporating domain knowledge and user needs at the onset of the software design process, proving the effectiveness of a more physically engaged, project-based learning approach.