A Design Thinking Approach to Teaching Sustainability

Manna, Valerie A.; Rombach, Meike; Dean, David L.; Rennie, Hamish

doi:10.1177/02734753211068865

Cited by 19 publications

(14 citation statements)

References 59 publications

(61 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Testing is the last stage of the methodology, which must meet the objective of finding user satisfaction with the prototype, in this way the user will be responsible for indicating that the product is stable for development, otherwise it helps us to improve the product with new updates in order to be questioned again by the end user [36]. For this methodology it is necessary that the work team contacts the users through surveys or interviews for their respective analysis [37].…”

Section: Design Thinkingmentioning

confidence: 99%

Designing a Mobile Application for Children with Dyslexia in Primary Education Using Augmented Reality

Lazo-Amado

Andrade–Arenas

2023

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

Dyslexia is a learning disorder that hinders spelling, communication and reading comprehension in such a way that its objective proposes to design a mobile application for children with dyslexia in primary education using augmented reality. In the methodology, Design Thinking is used to help us solve the problems of users with group work and decision making to choose the best innovative proposal for its design, using the mobile prototype design tools called Figma, TinkerCad is used for 3D modeling and MetaClass Studio is used to visualize the augmented reality. In the results shows the analysis that is done to parents to find the main problems of children with dyslexia, so that the innovation team will be responsible for showing the solution that is the mobile application with augmented reality so that parents are comfortable with the proposed, finally the mobile prototype with augmented reality will be validated by 5 experts showing a 91% level of acceptance. As a conclusion is to provide a contribution to the educational society for the solution of problems in dyslexia leading to an improvement in communication of the child.

show abstract

Section: Design Thinkingmentioning

confidence: 99%

Designing a Mobile Application for Children with Dyslexia in Primary Education Using Augmented Reality

Lazo-Amado

Andrade–Arenas

2023

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

“…Technology has become essential for learning in this digital era, especially after the COVID‐19 pandemic (Dziubaniuk et al, 2023). The sustainable development of students' learning is frequently grounded on theories such as constructivism (Dziubaniuk & Nyholm, 2020), social learning theory (Keen et al, 2005), transformative learning (ElSayary, 2023), experiential learning (Anastasiadis et al, 2020), active learning (Claro & Esteves, 2021), and design thinking (Manna et al, 2022). However, integrating digital technologies into the learning process may require a reconsideration of the established learning theories applied to curriculum design, including planning, assessment, and instructional activities.…”

Section: Literaturementioning

confidence: 99%

An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era

ElSayary

2023

Computer Assisted Learning

View full text Add to dashboard Cite

BackgroundThe widespread use of information and communication technology (ICT) has led to significant changes in societal aspects, resulting in the emergence of a “knowledge society.” However, students and teachers have faced challenges in adapting to this digitalization. In the United Arab Emirates (UAE), transitioning to a knowledge‐based economy is a primary national agenda goal, aligning with Sustainable Development Goal 4 (SDG4) of ensuring high‐quality education.ObjectivesThis research investigates teachers' perceptions of using ChatGPT as a digital supporting tool for teaching and learning practices. This includes lesson planning, teaching and learning activities, assessment and feedback and the challenges and benefits explored.MethodsThis study employs an explanatory sequential mixed‐methods design involving quantitative and qualitative data collection methods. An online survey was used with closed‐ended items to collect quantitative data, while semi‐structured interviews were conducted to collect qualitative data. The study participants are middle and high school teachers (n1 = 40) from different Dubai and Abu Dhabi private schools.Results and ConclusionsThe most noticeable result is that teachers feel the benefits of using ChatGPT in lesson planning, teaching and learning and less in assessment and feedback. Some challenges and benefits were highlighted in each area and recommendations were suggested. However, teachers' biggest challenge was the bias and accuracy of information received and the lack of human interaction.TakeawaysThe findings provide valuable insights into the potential of ChatGPT in education and inform future research in this area. Specifically, the study provided insights into the effectiveness of ChatGPT in enhancing students' learning outcomes, engagement and motivation, as well as its impact on teaching practices and paedagogical beliefs.

show abstract

“…2) Define: In this second stage, the focus is on defining the user problems that are in the empathise phase so that the innovation team must consider the biggest problem impacted by the users [27].…”

Section: ) Empathisementioning

confidence: 99%

Designing a Mobile Application using Augmented Reality: The Case of Children with Learning Disabilities

Lazo-Amado¹,

Cueva-Ruiz²

2022

IJACSA

View full text Add to dashboard Cite

The learning disorder has several difficulties to learn correctly; in many cases they have more stress because they do not understand the subjects proposed by the teacher. The aim of the research is to propose an innovative plan to design a mobile application for the treatment of learning disabilities using augmented reality in primary education. In this way, we used a methodology called Design Thinking that has five phases, empathize, define, devise, prototype and testing, which facilitates us in identifying the problems for itself to have solutions to these problems. For the prototype we used tools such as Marvel App, which is responsible for the layout of the mobile application. TinkerCad allows us to design the 3D model of the educational games and finally App Augmented Class to create the augmented reality model. The results obtained were through a survey about the prototype; identifying the acceptance about the prototype by parents for the usefulness of this idea for their children with learning disabilities, with 76% that the prototype is ideal for children. In addition, the prototype was validated by five experts, resulting in 85.4% acceptance. As a conclusion of the research is the achievement of a good design for a solution to the problems of children with learning disabilities to have a better understanding and to be free from stress.

show abstract

A Design Thinking Approach to Teaching Sustainability

Cited by 19 publications

References 59 publications

Designing a Mobile Application for Children with Dyslexia in Primary Education Using Augmented Reality

Designing a Mobile Application for Children with Dyslexia in Primary Education Using Augmented Reality

An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era

Designing a Mobile Application using Augmented Reality: The Case of Children with Learning Disabilities

Contact Info

Product

Resources

About