Industry 4.0 is crucial in the industrial revolution, specifically focusing on interconnectivity, automation,

machine learning, and real-time data. In this context, the Internet of Things (IoT) is critical, especially in smart

environments, where machines are equipped with sensors and interconnected through web-enabled devices.

Hence, individuals in this industry must constantly update their knowledge of IoT programming. Online

learning is a flexible approach that allows learners to learn at their own pace and access courses from

approach in three phases to provide more significant insights. The iterative development process for design

principles involves empathise, problem definition, ideating, prototyping, and testing. Meanwhile, the ADDIE

model stages include analysis, design, development, implementation, and evaluation. Data were collected from

ten learners through a semi-structured interview at the initial stage to identify problems with existing

educational websites. Themes and sub-themes were developed from the interview responses using a thematic

analysis. The findings were entered into an empathy map, and proposed solutions were used to develop the

prototype. In the evaluation/testing stage, the prototype was evaluated by twenty-nine respondents to identify

areas of improvement. The study findings were used to make recommendations to improve the prototype to

enhance user experience, engagement, and effectiveness in learning IoT programming. The evidence from this

study suggests that educational websites should optimize load times, improve mobile accessibility, enhance

mengemas kini pengetahuan mereka tentang pengaturcaraan IoT. Pembelajaran dalam talian ialah pendekatan

fleksibel yang membolehkan pelajar belajar mengikut kadar mereka sendiri dan mengakses kursus dari mana-

mana sahaja. Walau bagaimanapun, laman web pendidikan sedia ada untuk pembelajaran pengaturcaraan IoT

terdapat kekurangan dari segi prinsip penggunaan reka bentuk pengajaran yang berkesan. Walaupun

pentingnya pemikiran reka bentuk, masih terdapat kekurangan bukti bahawa laman web pendidikan

menggabungkan komponen kritikal paradigma pembelajaran yang berkesan. Selain itu, kebanyakan laman

web pendidikan tidak menyepadukan prinsip kebolehgunaan dengan berkesan untuk menjadikannya mudah

digunakan dan lebih menyenangkan. Kajian ini bertujuan untuk membangunkan laman web pendidikan untuk

pembelajaran pengaturcaraan IoT dengan mengintegrasikan prinsip pemikiran reka bentuk dan model ADDIE.

Kajian menggunakan pendekatan kualitatif dan kuantitatif dalam tiga fasa untuk memberikan pandangan yang

prototaip. Dalam peringkat pengujian, prototaip telah dinilai oleh dua puluh sembilan responden untuk

penambahbaikan. Dapatan kajian digunakan untuk membuat cadangan untuk menambah baik prototaip untuk

meningkatkan pengalaman pengguna, penglibatan dan keberkesanan dalam pembelajaran pengaturcaraan IoT.

Rumusan kajian ini menunjukkan bahawa laman web pendidikan harus mengoptimumkan masa muat,

meningkatkan kebolehcapaian mudah alih, meningkatkan mekanisme maklum balas, menyediakan sokongan

pengguna masa nyata dan melaksanakan ciri penyesuaian.

Industry 4.0, often referred to as IR 4.0, is a new stage of the Industrial Revolution that places a strong

emphasis on automation, real-time data, connectivity, and machine learning (Tsaramirsis et al., 2022). One of

vital toward unlocking the full potential of interconnected devices. IoT programming is necessary because it

allows developers to write the software and algorithms necessary to control and manage connected devices.

Hence, the need for diverse programming skills and the constant evolution of technology (Skalka et al., 2021).

However, there is a need for effective strategies for learning IoT programming. Such strategies include the use

of online educational learning websites. Web-based learning (WBL) involves the use of online course content

for education and learning (Ananda et al., 2024; Soussi, 2020). WBL offers effective interaction between the

learners and the instructor.

Web-based learning provides learners and educators with access to global resources and databases. It is

employed in a variety of educational contexts, including formal education institutions, corporate training, and

lifelong learning initiatives (Soussi, 2020). As technology continues to advance, web-based learning platforms

isolation, and reduced motivation (Berezina et al., 2024).

Design Thinking (DT) offers a powerful approach to developing effective and engaging educational

experiences (Jamal et al., 2021; Razzouk et al., 2012). DT’s user-centred approach to problem-solving

involves understanding user needs, redefining problems, and creating innovative solutions. (Dam & Siang,

2021). It is a problem-solving approach to improve a product, such as a business or website. The approach

helps designers provide innovative solutions through five steps: empathise, define, ideate, prototype, and test

(Suratno & Shafira, 2022; Wolniak, 2017). They provide a structured and flexible framework for addressing

complex problems with a user-centered approach. It ensures the website is developed based on a deep

understanding of user needs and relevant feedback. Because of its broad applicability in a variety of fields,

analysis, design, development, implementation, and evaluation (Kim & Mun, 2021). This iterative process

education, ultimately enhancing the overall learning experience and outcomes. The ADDIE model’s emphasis

on thorough analysis, meticulous design, iterative development, and user-focused implementation makes it an

optimal choice for developing an online IoT programming website that is both effective and engaging.

Educational websites have been widely used in several fields, such as medical education. These platforms offer

significant benefits such as accessibility, flexibility, and the ability to reach a diverse audience. However, not

all educational websites are equally effective (Muthuprasad et al., 2019; Cook & Dupras, 2004). For example,

while most websites fulfil the criteria for being categorised as general information platforms, a significant

https://matgyver.my/. Nevertheless, the developers do not employ principles of effective learning in their

design. For example, developers may not adequately consider the needs, preferences, and skill levels of the

target audience. Furthermore, if developers do not employ principles of instructional design, the website may

suffer from information overload, making it challenging for learners to follow a structured learning path

(Morrison et al., 2019). Hence, when developers neglect to integrate such features, the website may become

less engaging, hindering the learning experience. As a result, learners end up abandoning the websites.

Design thinking has transformed into a widespread educational approach across various fields due to its

universal applicability (Beligatamulla, 2021). Despite the prominence of DT as an educational method in

higher education, there remains a notable deficiency in its application within programming education,

particularly in the context of IoT programming (Avcu & Er, 2020). The existing literature shows that DT

The study focuses on online educational websites, particularly IoT programming websites. The study involves

Malaysia. This study does not consider other online websites or courses that do not involve learning

programming skills.

The research contributes from a theoretical and practical perspective.

b. Synchronous Learning: Involves real-time interaction between instructors and learners, usually through

c. Blended Learning: This method combines traditional face-to-face instruction with online learning

d. Massive Open Online Courses (MOOCs) are large-scale online courses open to anyone. They are

c. It provides access to educational resources and courses from anywhere with an internet connection.

d. Learners can progress through the content at their own pace (self-paced)

e. Online courses can accommodate many participants simultaneously.

f. Learners can access resources and update their skills continuously, allowing for lifelong learning and

g. Web-based learning facilitates collaboration and networking among learners.

There are also some disadvantages of web-based learning:

a. Online learning does not have the face-to-face interaction as in traditional classrooms, which can limit real-

f. In some countries, compatibility and restrictions are obstacles to the adoption and effective utilisation of

Instructional design for web-based learning involves a systematic and learner-centered approach to creating

effective online educational experiences (Sancar-Tokmak & Dogusoy, 2023). Creating compelling and

interactive online learning experiences requires blending educational principles with technology (Berge, 1998).

accomplish specific learning goals.

Problem-based design refers to an approach in the design process where the design solutions are developed in

fields such as engineering, product design, and problem-solving disciplines. Instead of starting with predefined

specifications or requirements, problem-based design begins with a thorough understanding and analysis of the

issues or challenges that need to be addressed (Genareo & Lyons, 2015). This approach aligns with the broader

concept of human-centered design, where the emphasis is on understanding and addressing the needs of the

communicate and exchange data within the IoT ecosystem (King, 2021). IoT programming is applied to

programming involves a thoughtful and structured approach to help learners acquire coding skills effectively.

Some important steps in instructional design for learning programming include:

a. Understand the learners’ existing knowledge of programming and their learning styles.

c. Adopt a structured curriculum for better comprehension and retention.

d. Implement hand-on practice involving coding exercise, case studies, and real-world projects to reinforce

e. Use interactive learning to engage learners.

f. Implement virtualization and simulations to help understand complex concepts.

g. Incorporate feedback and assessments to reinforce learning.

h. Implement iterative design and continuous improvement.

such as a business or website. Dt has been a topic of instruction, exploration, and practical use across various

fields of education, research, and industry for many years (Pande & Bharathi, 2020). It has found extensive

application in education, spanning a range of fields and educational levels, including middle schools, post-

graduate studies, and in disciplines such as Engineering, Management Studies, and Entrepreneurship.

The design thinking process involves several interconnected phases ranging from three to seven. However,

Hasso-Plattner Institute of Design at Stanford (Dam & Siang, 2021). The five phases of design thinking is

empathise, define, ideate, prototype and test as presented in Table 2.1.

Table 2.1 Stages of Design Thinking

The model Figure 2.1 aims to foster continuous learning, collaboration, and user-centric problem-solving

throughout the entire process. Additionally, each phase involves collaboration with interdisciplinary teams and

stakeholders, emphasizing the importance of diverse perspectives in the design process. Integrating design

thinking elements into learning IoT programming can enhance the educational experience by fostering

creativity, problem-solving, and a user-centered approach.

Figure 2.1 Design Thinking Process

Web-based learning for IoT programming refers to educational programs and courses delivered through online

platforms that focus on teaching and acquiring skills related to IoT programming (Akbar et al., 2018). In this

This study also employs the ADDIE Model, which consists of five (5) phases: analysis, design, development,

implementation, and evaluation. While design thinking is iterative, the ADDIE model is linear. However,

integrating the strengths of the two methodologies can assist instructional designers in developing innovative

and impactful learning experiences.

a. Empathy and Analysis: The ADDIE model’s analysis phase involves gathering information about learners’

b. Problem Definition and Design: In the design thinking process, the define phase focuses on examining the

d. Prototype and Implementation: In the development step of the ADDIE model, instructional designers

e. Test and Evaluation: The implementation stage of the ADDIE model involves deploying the instructional

characteristics (Patel et al., 2018). This phase includes conducting needs assessments, learner analysis, task

analysis, and understanding the learning environment (Taqwa & Raupu, 2022). It ensures that the instructional

design process is based on a clear understanding of what the learners need to achieve. Surveys, interviews, and

assessments are often used to gather relevant data to guide the objectives and requirements for the instructional

materials (Muslimin et al., 2017). This process ensures that the subsequent phases are aligned with the

learners’ needs.

In the Design phase, a detailed plan for the instructional materials is created (Patel et al., 2018). This involves

outlining the content structure, choosing appropriate instructional strategies, and determining assessment

methods (Muslimin et al., 2017). This includes developing course materials, multimedia components, and

interactive elements (Spatioti et al., 2022). The design blueprint serves as a roadmap for developing the actual

materials. Key considerations include the sequence of content, multimedia integration, and the overall user

materials that can be used for instruction. Prototypes and drafts are often reviewed and refined to ensure

quality. In this study, the development phase in ADDIE model combines with the ideate phase of design

thinking. Ideation generates innovative solutions to the defined problem (Corrales-Estrada, 2020). It involves

brainstorming and exploring various ideas to find innovative approaches that address user needs.

In the implementation phase, the developed materials are delivered to the learners (Patel et al., 2018). This

stage involves setting up the learning environment, providing access to the materials, and offering support. It

facilitates a practical learning experience (Muslimin et al., 2017). Hence, logistical issues are addressed, and

learners are guided on how to use the instructional materials. Also, feedback is collected to monitor the initial

impact and identify any immediate adjustments needed. The implementation phase of ADDIE is combined

iterative process enhances the overall quality and effectiveness of the instructional design.

The prototype is an IoT programming learning website. The learning website aims to provide a platform for

users to access educational content from any location. Learners can conveniently access resources, courses,

and materials, allowing flexible learning schedules. Traditional face-to-face learning has been the dominant

mode of education for centuries, but information technology has revolutionised the learning process. Online or

The interview responses were used to capture their insights and requirements for the prototype. The responses

were analysed using thematic analysis to identify relevant themes. The second stage involved an online survey

to evaluate the prototype. In this stage, 30 respondents assessed the website based on usability principles and

user experience. Finally, recommendations were made to improve the website based on the evaluation results.

Semi-structured in-depth interviews are the most common data collection method in qualitative studies

(Marvasti & Tanner,2020). It enables an understanding of other individuals' experiences and perspectives

(Mashuri et al., 2022). A set of semi-structured, open-ended questions was used in interviews to allow free

responses related to feelings, perceptions, and insights to emerge and some specific questions as prompts.

Interviews were audio recorded and transcribed using Otter.ai (Otter.ai, 2020) before being analysed using the