TY - GEN
T1 - From Big Idea to Prototype
T2 - 17th International Conference on Computer Supported Education, CSEDU 2025
AU - Ortíz-Pabón, Efraín
AU - Fernández-Mora, Lady
AU - Nova-Arévalo, Nestor Armando
AU - Gómez-Morantes, Juan E.
N1 - Publisher Copyright:
Copyright © 2025 by SCITEPRESS - Science and Technology Publications, Lda.
PY - 2025
Y1 - 2025
N2 - This paper introduces the Hack4CBL framework, which integrates Challenge-Based Learning (CBL) principles into hackathon design to enhance multidisciplinary education in higher education settings. By aligning the stages of a hackathon-pre-hackathon, hackathon, and post-hackathon-with the CBL domains of engage, investigate, act, and transfer, the framework fosters meaningful collaboration among students pursuing diverse learning outcomes within the same project. We illustrate the effectiveness of Hack4CBL through a binational hackathon centered on Tourism 4.0, involving over 200 undergraduate students from Colombia and Costa Rica across disciplines like systems engineering, computer engineering, business administration, tourism management, and data science. Students formed interdisciplinary teams to tackle real-world challenges provided by industry professionals, leading to the development of Minimum Viable Products (MVPs) over two months. Results indicate that integrating CBL into hackathons enhances collaboration, deepens domain-specific knowledge, and accelerates professional skill development. The Hack4CBL framework offers a replicable model for leveraging hackathons as powerful educational platforms closely aligned with professional realities.
AB - This paper introduces the Hack4CBL framework, which integrates Challenge-Based Learning (CBL) principles into hackathon design to enhance multidisciplinary education in higher education settings. By aligning the stages of a hackathon-pre-hackathon, hackathon, and post-hackathon-with the CBL domains of engage, investigate, act, and transfer, the framework fosters meaningful collaboration among students pursuing diverse learning outcomes within the same project. We illustrate the effectiveness of Hack4CBL through a binational hackathon centered on Tourism 4.0, involving over 200 undergraduate students from Colombia and Costa Rica across disciplines like systems engineering, computer engineering, business administration, tourism management, and data science. Students formed interdisciplinary teams to tackle real-world challenges provided by industry professionals, leading to the development of Minimum Viable Products (MVPs) over two months. Results indicate that integrating CBL into hackathons enhances collaboration, deepens domain-specific knowledge, and accelerates professional skill development. The Hack4CBL framework offers a replicable model for leveraging hackathons as powerful educational platforms closely aligned with professional realities.
KW - Challenge-Based Learning
KW - Digital Innovation
KW - Hackathon
KW - Minimum Viable Product
KW - Prototyping
KW - Smart Tourism
KW - Tourism 4.0
UR - https://www.scopus.com/pages/publications/105003715816
U2 - 10.5220/0013233400003932
DO - 10.5220/0013233400003932
M3 - Conference contribution
AN - SCOPUS:105003715816
T3 - International Conference on Computer Supported Education, CSEDU - Proceedings
SP - 670
EP - 677
BT - Proceedings of the 17th International Conference on Computer Supported Education, CSEDU 2025
A2 - du Boulay, Benedict
A2 - Di Mascio, Tania
A2 - Tovar, Edmundo
A2 - Meinel, Christoph
PB - Science and Technology Publications, Lda
Y2 - 1 April 2025 through 3 April 2025
ER -