Exploration of students’ integrative skills developed in the design thinking of a Psychology course

Tsai, Ming‐Tien

doi:10.1016/j.tsc.2021.100893

Cited by 14 publications

(5 citation statements)

References 37 publications

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“…Furthermore, hypothesis 2 was also accepted. Creativity is often looked at through a constructivist theoretical lens (Edwards-Schachter et al, 2015) and it is one of the main skills associated with the outcomes of design thinking (Tsai, 2021). Prior research reported a positive effect of design thinking on the development of creativity skills (Balakrishnan, 2021;Benson & Dresdow, 2015;Clemente et al, 2017;Lee & Benza, 2015;Saggar et al, 2017;West et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity

Guaman-Quintanilla

Everaert

Chiluiza

et al. 2022

Int J Technol Des Educ

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This study investigates the effects of using design thinking on students’ problem solving and creativity skills, applying a constructivist learning theory. A course where students use design thinking for analyzing real problems and proposing a solution, was evaluated. The study involved 910 novice university students from different disciplines who worked in teams throughout the semester. Data were collected at three times during the semester, i.e. at the beginning (t0), in the middle (t1) and at the end (t2), after solving a short case study. Each time the problem solving and creativity skill of each student was rated by three different actors, i.e. the students themselves (self-evaluation), one peer and one teacher (facilitator). The objective of this study is to investigate whether the problem solving skills and creativity skills improved along the course, as rated by the three actors. A repeated measures ANOVA was used for the data analysis of this within-subjects design. Results show a significant improvement on students’ problem solving and creativity skills, according to the three raters. Effect sizes were also calculated; in all cases the effect sizes from t0 to t1 were larger than t1 to t2. The multi-actor perspective of this study, the adoption of reliable and valid measures and the large sample size provide robust evidence that supports the implementation of design thinking in higher education curriculum for promoting key skills such as problem solving and creativity, demanded by labor markets. Finally, a discussion that puts forward an agenda for future research is presented.

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Section: Discussionmentioning

confidence: 99%

Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity

Guaman-Quintanilla

Everaert

Chiluiza

et al. 2022

Int J Technol Des Educ

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“…The study provides empirical insights to derive an evidence-based approach to reposition T&H education away from rote learning classroom environments to interactive and cocreated mechanisms. These learning outcomes in turn extend the application of design thinking into the tertiary landscape and illuminate the manner in which students are equally capable of developing knowledge when given the opportunity to test and integrate information into tangible outcomes (Tsai, 2021;Welsh and Dehler, 2013).…”

Section: Discussionmentioning

confidence: 84%

Enhancing industry-ready competence and skills through design thinking integration: evidence from a CLIL-based hospitality course

Wang

Muñoz

Tham

2022

CBTH

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Purpose The purpose of this paper is to argue for the merits of design thinking as an approach to develop a content and language integrated learning (CLIL) course in hospitality education. This argument is primed to address the dynamic and ever-changing landscape of the tourism and hospitality industry prompts educators to emphasize on learners developing industry-readiness outcomes through integrating innovative methods. Design/methodology/approach A quasi-experimental approach was used to examine how design thinking enhances industry-ready competencies. A two-phase self-administered survey on design thinking and added instructional design were facilitated at the beginning of the semester and subsequently close to the end of the semester. Follow-up interviews were also conducted to give more meaning on the matter. Findings Findings of this study reveal that problem-solving, critical thinking, teamwork and communication skills were enhanced as a result of integrating two teaching components related to design thinking. Originality/value This paper articulates the important and valuable role of design thinking to hospitality curriculum and provides tangible outcomes to explain how such a technique may be mapped onto a CLIL course.

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“…The 2018 article by Bourgeois-Bougrine, Latorre, and Mourey proposes a theoretical approach to increasing the presence of design thinking in the educational environment in order to promote a radical, innovative way of thinking [22]. The 2021 article by Tsai proposes the use of design thinking in psychology courses in order to "stimulate the students' competence in higher-order thinking skills, interactive collaboration, their characteristics (i.e., empathy, personality, self-confidence, self-worth), and their learning strategies" [23]. Papers aimed at educational staff, written from 2016 to 2022, are more practical and focus on how to teach design thinking, such as the conference paper by McLuskie, which contains methodology, models, critical thinking, and efficiency assumptions [24].…”

Section: Educationmentioning

confidence: 99%

From Active Learning to Innovative Thinking: The Influence of Learning the Design Thinking Process among Students

Baričević

Luić

2023

Education Sciences

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Active learning is a set of activities that allow the student to actively participate in the learning process. Active learning can be implemented using various methods and strategies. design thinking is a creative human-centric approach used for innovation. In this article, the authors consider learning the design thinking process as a strategy for active learning. After performing a thorough literature review, the authors display the results of pilot research conducted with business economics graduate students enrolled in the Disruptive Innovations and Design Thinking elective course. The research consisted of a survey and an experiment, and it was executed as part of the project “a/AR-Learning: Active learning by applying augmented reality”. The goal was to study the effects of learning the design thinking process and whether it could be used as an active learning method in order to influence the development of innovative thinking among students. The research question was, “How does learning the design thinking process affect the development of students’ innovative way of thinking?” The results of the pilot study confirmed all three hypotheses (H1 = After learning the design thinking process, students recognize the main characteristics of innovation; H2 = Active learning of the design thinking process affects critical assessment; H3 = The innovative way of thinking developed through active learning of the design thinking process differs among students), as well as showing effectiveness and a change in critical assessment, but also the need for an even more active approach. The authors suggest that broader research be undertaken involving a bigger sample and a larger scale.

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Exploration of students’ integrative skills developed in the design thinking of a Psychology course

Cited by 14 publications

References 37 publications

Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity

Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity

Enhancing industry-ready competence and skills through design thinking integration: evidence from a CLIL-based hospitality course

From Active Learning to Innovative Thinking: The Influence of Learning the Design Thinking Process among Students

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