Title: Visualization of binary search
using real life examples
Design Thinking Lab Report
(18IS47)
Submitted by
ARPIT VERMA 1RV20IS011
DHISHA S BABU 1RV20IS016
HITESH BELEKERI 1RV20IS019
RAKSHITH HEGDE 1RV20IS038
Under the guidance of
Dr. Rajashekhara Murthy Prof. S G Raghavendra Prasad
Associate Professor Assistant Professor
Dept. Of ISE, RVCE Dept. Of ISE, RVCE
In partial fulfillment of the requirements for the degree of
Bachelor of Engineering
in
Information Science and Engineering
2021-2022
RV COLLEGE OF ENGINEERING®, BENGALURU-59
(Autonomous institution affiliated to VTU, Belagavi)
Department of Information Science and Engineering
.
CERTIFICATE
Certified that the Design Thinking Lab project titled Visualization of binary search using
real life examples carried out by Arpit Verma (RV20IS011), Dhisha S Babu
(1RV20IS016), Hitesh Belekeri (1RV20IS019) and Rakshith Hegde (1RV20IS038) who are
the bonafide students of RV College of Engineering, Bengaluru, in partial fulfillment of the
requirements for the degree of Bachelor of Engineering in Electronics and Communication
Engineering of the Visvesvaraya Technological University, Belagavi during the year 2021-
2022. It is certified that all corrections/suggestions indicated for the Internal Assessment have
been incorporated in the Design Thinking Lab report deposited in the departmental library. The
Design Thinking Lab report has been approved as it satisfies the academic requirements in
respect of Design Thinking Lab work prescribed by the institution for the said degree.
DECLARATION
We, Arpit Verma (RV20IS011), Dhisha S Babu (1RV20IS016), Hitesh Belekeri
(1RV20IS019) and Rakshith Hegde (1RV20IS038), students of fourth semester B.E.,
Department of Information science and engineering, RV College of Engineering, Bengaluru,
hereby declare that the Design Thinking Lab project titled ‘Visualization of binary search
using real life examples’ has been carried out by us and submitted in partial fulfillment for the
award of degree of Bachelor of Engineering in Information Science and Engineering during
the year 2021-2022.
Further, we declare that the content of the report has not been submitted previously by anybody
for the award of any degree or diploma to any other university.
I also declare that any Intellectual Property Rights generated out of this Design Thinking Lab
carried out at RVCE will be the property of RV College of Engineering, Bengaluru and we will
be one of the authors of the same.
Place: Bengaluru
Date:
Name Signature
Arpit Verma (1RV20IS011)
Dhisha S Babu (1RV20IS016)
Hitesh Belekeri (1RV20IS019)
Rakshith Hegde (1RV20IS38)
ACKNOWLEDGEMENT
The completion of this report could not have been possible without the assistance and guidance
of our professors, Raghavendra Prasad and Rajashekara Murthy. We cannot express enough
thanks for his continued support and supervision throughout this undertaking. We would also like
to express our deep sense of gratitude towards our HOD, Dr B.M Sagar, and Principal,
Dr K N Subramanya for giving us this opportunity and for their guidance in the completion
of our report. Lastly, we would also like to thank all the faculty members for their
constant encouragement and cooperation.
Design Thinking Lab – Binary Search Visualization
TABLE OF CONTENT
Sl. Topic Page
No. Number
1 Perspectives and Building Blocks 6
2 Technology and Systems 6
3 Optimization and Soft Computing Methods 7
4 Emerging Trends in Improving Education 8
through ICT
5 Case Study: Empathy 10
6 Case Study: Define 12
7 Case Study: Ideate 14
8 Case Study: Prototype 16
9 Testing 20
10 Conclusion 23
11 References 23
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Design Thinking Lab – Binary Search Visualization
1. PERSPECTIVIES AND BUILDING BLOCKS
A synchronous circuit in digital electronics is a digital circuit in which a clock signal synchronizes
changes in the state of memory elements. In a circuit for sequential digital logic, data are kept in
memory components known as flip-flops or latches. A string (sequence) of pulses known as the
"clock signal" is produced by an electronic oscillator known as the clock in a synchronous logic
circuit. The clock distribution networks must be carefully designed in order for these circuits to
function properly.
State tables are tables that plot the performance of a sequential circuit against stable internal
circumstances (states) and input variables. If every feasible combination of inputs results in exactly
the same output and the same future state, then two states are said to be equivalent. State-reduction
algorithms focus on techniques for lowering the number of states in a state table while maintaining
the consistency of the external input-output requirements.
The addition of duplicate states is typically avoided via the state reduction technique. Reduced
redundant states result in fewer flip-flops and logic gates, which lowers the final circuit's cost.
2. TECHNOLOGY AND SYSTEMS
Simulators for state table reduction methods are not accessible online. There aren't even any internet
calculators for the same. There are numerous websites and blogs about various State table reduction
methods, but they are more concerned with Theory of Computation than Circuit Design. There are a few
videos accessible in YouTube specific to state table reduction uploaded by NPTEL.
3. OPTIMIZATION AND SOFT COMPUTING METHODS
The majority of the already accessible technologies emphasize gamifying instruction and employ
multimedia and animated movies to engage pupils. But none of these expose pupils to real-world learning.
The following are a few ways that the current technology could be improved:
1. Making use of interactive interfaces that let students virtually participate in the experiment or topic they
are working on. These enable the student to gain practical experience and improve their understanding of
the subject.
2. Simulators that aid students in comprehending each stage of a difficult procedure.
These simulators can also assist students who are struggling with a problem and having trouble coming up
with solutions.
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3. Resources that have been carefully chosen to serve as a one-stop shop for any problems a student might
encounter. Videos, notes, links to practice issues and sample problems are a few examples.
4. In order to maintain students' interest, more creative and innovative lesson plans can be created by
incorporating modern technologies into the classroom, such as artificial intelligence. Gamification of the
classroom can help students finish their assignments on time and without getting bored.
5. Instead of using traditional exam patterns that strongly emphasize memorization of solutions and problem-
solving strategies, virtual systems' capabilities can be used to create examinations that are more robust,
entertaining, and focused on a student's technical expertise.
6. Pre-existing technologies can be customized personally. These adaptations enable these technologies to
be tailored and molded to the requirements of every single learner. As a result, the student is more at ease
utilizing these tools, able to focus specifically on their areas of weakness, and progress at their own rate of
learning.
4. EMERGING TRENDS IN IMPROVING EDUCATION THROUGH ICT
The currently emerging trends in ICT applied to education are as follows:
1. Mobile learning: new hardware and software developments have made mobile "smart phones" essential
learning tools. Similar to how mobile devices with internet access and computing capabilities have surpassed
fixed line technology in the telecommunications sector, it is likely that these devices will soon displace
personal computers as the preferred information appliance in classrooms.
2. Cloud computing: More and more applications are leaving isolated desktop computers in favor of server
farms that can be accessed online. This trend will result in the availability of less expensive information
appliances that do not need the size or processing capacity of a PC, which will have significant ramifications
for educational systems. Providing ubiquitous connectivity to access data stored in the "cloud" will be the
problem.
3. Gaming: The extraordinary popularity of games that emphasize active involvement, built-in incentives,
and interaction indicates that present educational approaches are beneficial and that educational games could
better pique students' interest and focus.
4. Personalized learning: educational systems are examining the use of technology to better understand a
student's prior knowledge base and to modify instruction to address both learning gaps and learning
preferences. With this focus, a classroom is transformed from one that teaches to the middle to one that
adapts content and methodology based on each student's unique requirements, both strong and weak.
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Design Thinking Lab – Binary Search Visualization
5. Use of Virtual Reality and Augmented Reality: Learning has become much more immersive than it was
before the advent of Virtual Reality and Augmented Reality. Students can now examine upgraded versions
of the image and objects on their mobile devices, in contrast to plain photographs and practical lab exercises.
5. CASE STUDY
1. Empathy
1.1 Introduction to Empathy
When an individual puts aside their perception of a situation and looks at it from another person’s eyes, it is
known as empathy. We can see, feel, and experience a situation from someone else’s perspective. Through
empathy, we can understand their ideas, thoughts, and needs. Of course, we cannot experience the situation
exactly as another person would, but understanding their point of view to the best of our ability is essential
to building an empathetic approach to solutions.
Often confused with the word empathy, sympathy is more about one’s ability to show concern for an
individual’s experience. It does not necessarily require one to experience deeply for the other person.
Sympathy also involves a sense of detachment and projection of pity and sorrow for the other person. This
feeling of sorrow or pity may not sit well with individuals and is not beneficial in the design thinking
approach.
Empathy is considered the starting point for any design project, and constitutes phase one of the Design
Thinking process. During the empathize phase, the designer spends time getting to know the user and
understanding their needs, wants, and objectives. This means observing and engaging with people in order
to understand them on a psychological and emotional level. When we approach a problem with empathy,
we can deduce issues that the user may not even be aware of.
Uncovering hidden problems is one of the greatest strengths of design thinking. Empathy helps in
appreciating people's emotional and physical needs, gain
insight into the way people see, understand and interact with the world around them, realize how lives are
impacted within the contexts being investigated, finds what people mean rather than just what they say —
empathic research is inherently subjective and is concerned with motivations and thoughts, rather than facts.
1.2 Customer Persona and Environment
Students:
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Design Thinking Lab – Binary Search Visualization
About: Engineering Students of this age have Data Structures and Algorithm in their course or have used
them at least once. Majority of them agree that they are really important to be understood. Searching
techniques like linear search and binary search exists in their syllabus. Students do find it difficult to
understand the core of the subject.
Students wants to
● Have clear conceptual grasp of algorithms
● Understand the algorithms
● Be able to visualize iterations
● Be able to solve miscellaneous questions
● Correlate it with real life examples
Teachers:
Teachers use classic methods of teaching, due to which students finds difficulty in having a complete
understanding of topics. Lack of learner-centered teaching methods, memorization of algorithms, lack of
visualization, lack of interactive or participative methods are observed in his classroom.
1.3 Customer Empathy Map
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Design Thinking Lab – Binary Search Visualization
1.3 Customer survey and analysis
Sample client details and Base/End user
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Feedback from students
• Learning should happen through practical examples rather than Theory
• Interactive, Digitalized content should be used more rather than conventional teaching methods
• More time should be given for self-study as that would give time to explore the topic in depth
• More projects have to be done in order to make learning easier.
2. Define
2.1 Introduction to problem definition
The aim of this project is for students to easily learn the concept of Binary Search and faculties to teach the
students more effectively. Data Structures being a hard to learn subject for some students, it’s good to bring
about a simpler way of teaching the concepts which is in benefit of both Teachers and Students. Focusing
on the practicality of the subject matter rather than exam oriented rote learning is one of the main motives.
Students find it easier to grasp the concept more effectively by using alternative learning methods such as
visualization. Animated videos, mind maps, charts, diagrams etc., are some of the ways in which students
can enhance their visualization skills. There is a lack of Interactive methods to engage students and draw
their attention to the concepts. Problem-based learning, Project-based learning in which students acquire a
deeper knowledge through active exploration of real-world challenges and problems. Simulations and role
play is a form of experiential learning which can be very motivating, helping students to connect their
learning to real world outcomes and to practice skills they will need in order to apply their knowledge. Work
integrated learning students apply their academic learning to its practical application in the workplace.
Flipped classroom models refers to the idea of getting students to learn “content” in their own time, and to
apply the content during class time. Thus, in our solution to this problem we aim to address these issues,
and make binary search easily understandable and fun.
2.2 How might we question
List of questions asked to students
● Do you find any difficulty in understanding the concepts of the subject Data structures and
algorithms?
● Are you able to understand the concepts when taught in class?
● To what extent are you able to grasp the topic when taught for the first time in class?
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● Do you prefer self-learning or you would prefer learning from teachers?
● Do you use additional resources to get hold of the topic?
● How well will you be able to explain the topic to a 10-year-old?
● Do you think visual learning is better than classic methods of learning?
● Do you watch YouTube videos to learn better?
● Do you feel the lack of useful resources for learning algorithms?
● Are you able to implement concepts of algorithms?
● Do you think teaching with real life applications and interactive content will be of any help to you?
● Do you think lacking in understanding of fundamental concepts is one of the main problems
hindering learning?
● What are the learning methods you find useful while learning Algorithms?
● Are you able to understand the bigger picture of the topics in the algorithm, its current application?
● Are you able to understand the logic behind every algorithm?
● Are you able to understand which algorithms to use in a given problem?
● Are you able to solve problems related to algorithms?
● How many searching algorithms are you aware of?
● Can you explain briefly what binary search algorithm is?
● Tell us some real-life examples where binary search can be used?
● What are the advantages and disadvantages of binary search algorithm?
● What is the divide and conquer method of solving algorithms?
List of questions asked to teachers
● Do students pay attention in class while explaining concepts?
● Do you think all the students are able to understand the topic well?
● What are the teaching methods you find useful?
● Are students able to perform well in the class tests?
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● What are the difficulties you face while teaching?
● Are the teaching hours enough for explaining the whole concept in depth?
3. Ideate
3.1 Introduction to ideation
Ideation is the third phase of the Design Thinking process, and it’s all about generating ideas. The ideation
phase represents a key transitional step from learning about your users and the problem, to coming up with
solutions. In the ideation phase, you’ll explore and come up with as many ideas as possible. Some of these
ideas will go on to be potential solutions to your design challenge; some will end up on the reject pile. At
this stage, the focus is on quantity of ideas rather than quality. The main aim of an ideation session is to
uncover and explore new angles and avenues—to think outside the box. For the sake of innovation and
creativity, it is essential that the ideation phase be a “judgment-free zone”.
3.2 Ideation technique/s used and description
● Brainstorming
Brainstorming is a method of generating ideas and sharing knowledge to solve a problem. The
defining characteristics of a good brainstorming session are when participants are encouraged to
gather ideas spontaneously and to think without interruption. When done as a group, people typically
collectively agree upon a solution after all the ideas are brought forth and discussed, but it can also
be done individually. The technique of brainstorming is often used in problem solving.
Brainstorming allows us to think critically about ideas and solutions, form connections, and share
ideas with peers. The activity allows exploring and expanding a person’s ability to think critically
and laterally.
3.3 Ideation process followed
1. Generation of ideas
● Creating animations
The use of animation in education facilitates educators and learners in a variety of ways. Not only it
assists learning but also gives educators freedom to use a combination of teaching methodologies. They
can quickly pick-up an animated video about a topic and show it to the learners for better understanding.
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● 3-D Interactive simulations
Animation makes it possible to turn abstract concepts and processes into something tangible and
relatable. Visual stimuli can trigger an emotional response – which together forms a memory. The more
that learning engages our long-term memory, the better our overall achievement is
● Virtual reality
Virtual reality can be used to enhance student learning and engagement. VR education
can transform the way educational content is delivered; it works on the premise of creating a virtual
world — real or imagined — and allows users not only see it but also interact with it. Being immersed
in what you’re learning motivates you to fully understand it. It’ll require less cognitive load to process
the information.
• Conceptual explanation using storytelling
Good stories do more than create a sense of connection. They build familiarity and trust, and allow the
listener to enter the story where they are, making them more open to learning. Good stories can contain
multiple meanings so they're surprisingly economical in conveying complex ideas in graspable ways
● Smart board sessions
Interactive whiteboards integrate various learning styles into one experience. Students can learn by
seeing, hearing, and interacting with the board through touch. This equips teachers with new, innovative
ways to teach the same subject material. Because of this, students learn better and remember more.
● Explanation using real life examples
Real-world connections draw from, or upon, actual objects, events, experiences and situations to
effectively address a concept, problem or issue. It involves learning that allows students to actually
experience or practice concepts and skills, as opposed to learning that is theoretical or idealistic.
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2. Evaluation and idea refinement
We decided to choose animation and virtual reality to explain the topic of binary search using real life
examples. Animation makes it possible to pair concepts with meaningful images, which in turn goes into
our long-term memory. This is a vital addition to more classical forms of learning, as it gives students the
opportunity to engage with different types of learning. As no two pupils are the same, providing access to
stimulating animated videos is a great way to ensure that all learning styles are catered for.
Furthermore, it’s easier for pupils to process chunks of information when the right visuals are available to
support the text. Strong design, supported by a clear narration, can aid student comprehension. As a result,
eLearning content has the potential to have more impact than text or audio-based explanations.
4. Prototype
One of the best ways to gain insights in a Design Thinking process is to carry out some form of prototyping.
This method involves producing an early, inexpensive, and scaled down version of the product in order to
reveal any problems with the current design. Prototyping offers designers the opportunity to bring their ideas
to life, test the practicability of the current design, and to potentially investigate how a sample of users think
and feel about a product.
4.1 Options available for prototyping
● Using Animated videos with real life examples to give
students a higher sense of understanding. The video should
be interactive and easy to understand.
● Teaching Videos- Teach a concept on paper, record it and
send it to students for further reference.
4.2 Prototype selected and reasons
We’ve gone on to make an animated video which uses real life examples so the students find it more
interesting and intuitive. Our reason for selecting this video was based on the research that we had conducted,
in which more than 70% of the students felt that they’ll be able to grasp the concept more easily if the
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Design Thinking Lab – Binary Search Visualization
learning is interactive with the use of animation and real-life examples.
4.3 Prototype Implementation-
Fig 1. Here we use a real-life example of selecting a card from a deck of cards using binary search.
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Design Thinking Lab – Binary Search Visualization
Fig 2. Example is used to give students a better understanding of how the algorithm works.
Fig 3. Finally, the answer is found.
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Fig 4. We also added what questions/doubts that students might be having while learning this concept.
Fig 5. Algorithm explained in depth.
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Design Thinking Lab – Binary Search Visualization
Fig 6. Time Complexity.
Fig 7. A VR Website is developed which has video embedded into it and also has visualization.
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5. TESTING
This phase is also called as 'Execute’. This is the phase where the final solution is tested on a full-scale basis.
The idea that seems the best according to the feedback of the customers and end users in the prototype phase
will be executed. In this step, the design thinkers are supposed to be collaborative and agile.
Testing will help to understand what actually works and what does not. This step can be the most rewarding,
if the prototypes succeed to give positive results, or can be the most annoying, if the prototype fails. After
testing, the entire process of design thinking may have to be repeated. If the end user approves the solution,
then the process of design thinking stops here.
5.1 Types of testing
1. Students- We asked our friends to review and suggest changes to make it better.
2. Seniors- We took help from seniors who already know the concept in understanding in what way can the
video be more informative and interactive.
Feedback- We showed our prototype to our friends and other students to gain valuable input from them on
how to make it better. On interaction students felt that more features like problem solving could be added.
The explanation was good, but more content needs to be added. A place to evaluate should also be included
in the project. We also received that if we are able to teach the concept through 3D animation/VR then it’ll
be more helpful for the students in understanding the concept. We’ll be working on that for our next phase.
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6. Conclusion
A website with VR capabilities is created which acts as the one stop solution for learning Binary Search.
Therefore, in order to facilitate easy learning, newer and Interactive content has been created. Animated
video helps in audial understanding and visualization provides visual and interactive based understanding.
Finally, there is a section for evaluating the level of understanding of the topic. Therefore, all these provides
a holistic approach to learn binary search.
7. References
● [Link]
● [Link]
● [Link]
● [Link]
● [Link]
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