Abstract:

Reverse engineering, a full process of dissecting and understanding systems, is increasingly being recognized for its potential to revolutionize computer science education. By unravelling the complexities of software and systems, it fosters a deeper understanding, thereby uplifting student motivation and emotional engagement – crucial elements often lacking in traditional educational approaches. Unlike other well-known methods, this paper explores how tackling reverse engineering may reinvigorate the learning experience in computer science. The emotional aspect of learning, often overlooked, plays a pivotal role in how students assimilate knowledge, persevere through challenges, and ultimately succeed in their studies (Leong et al, 2022). As reverse engineering stands out as a potent educational tool, its intrinsic core involves deconstructing software or systems to understand their functioning and design logic. However, in an educational setting, this approach can transform the learning activation by engaging in reverse engineering tasks, where learners are not just passive recipients of information but active investigators, unravelling the mysteries behind technology. Accordingly, in conjunction with Bloom's Digital Taxonomy (2015, January 15) it offers a transformative approach in computer science education. This integration empowers educators to craft learning experiences that ascend from basic understanding to creative application. From a practical point of view, this approach involves a thoughtful redesign of the curriculum integrating practical, hands-on experiences where students can apply reverse engineering techniques apprehend the key concepts to high level cognition (Marcos et al, 2012) such as critical thinking, and problem-solving translation, with educators guiding students through complex real-world case studies. This experiential learning model not only demystifies computer science concepts but also makes the learning process more engaging and emotionally fulfilling. The outcomes demonstrate to heighten student motivation, as learners find themselves more emotionally invested in the learning process. There’s an enhanced understanding and retention of complex computer science concepts, as students actively engage in dissecting and reconstructing systems (Yadegaridehkordi et al, 2019). Evidence from other disciplines where reverse engineering has been applied successfully can provide valuable insights and case studies for computer science educators (Klimek et al, 2011). We finally highlight the implementation requires careful planning and resources to address the motivational and emotional challenges in computer science education, the potential benefits in terms of student engagement and learning outcomes. Future research will focus on refining these strategies, exploring their long-term impact, and adapting them to diverse educational settings, thus paving the way for a more motivated and emotionally connected generation of computer scientists.

Keywords:

Motivation, Emotion, education, Reverse Engineering, computer science.