Abstract:

First year Computer Science students often begin their studies with little or no prior knowledge of information systems, which can make technical terminology and conceptual distinctions difficult to grasp. To address this challenge, we designed a learning activity that applies the five phases of Design Thinking to help students understand, compare, and contextualize different types of information systems, such as ERP, CRM, expert systems, and decision support systems. The activity is implemented in a 90 minute theoretical session within the Information Systems course of the first year of the Computer Science degree in the University of Castilla-La Mancha, Spain, which enrols approximately fifty students, including international participants.

The approach begins with an observation phase in which students analyse the information management challenges faced by different types of organizations. In this initial stage, they identify key issues that influence technological needs and shape the selection of appropriate solutions. They then define a concrete problem, propose the most suitable type of information system to address it, and justify their choice through structured reasoning. During the prototyping phase, students develop functional diagrams that illustrate system modules, data flows, and decision logic. Finally, they present their proposals in a simulated client setting, where they receive feedback and reflect on how their solutions could adapt to evolving organizational contexts.

This Design Thinking–based methodology encourages active learning, fosters critical analysis of organizational needs, and helps students connect theoretical system categories with real world applications. By engaging in problem definition, collaborative debate, and prototyping, students develop a deeper and more practical understanding of information systems while gaining confidence in navigating unfamiliar technical concepts.

Keywords:

Information systems, design thinking, high education.