Integrating Design Thinking into a Packaging Design Course to Improve Students’ Creative Self-Efficacy and Flow Experience

Abstract

Creativity can be evaluated from learners’ internal motivation and learning outcomes. Implementation of innovative teaching methods by teachers can increase students’ learning motivation. In this study, convenience sampling was employed to select 54 students from a packaging design course; they were randomly grouped into 12 creative teams. Design thinking was integrated into the packaging design course, and its influence on the students’ creative self-efficacy and flow experience was investigated through empirical research. A pretest–posttest design was adopted to perform teaching experiments. In the pretest, conventional lectures were employed, whereas in the posttest, design thinking teaching was incorporated into the course. Packaging design practice spanned 4 weeks. The experiment results revealed that in the 12 creative teams, the students’ creative self-efficacy and flow experience were superior in the posttest than in the pretest. The results also demonstrated that design thinking improved the self-efficacy of students with low creativity tendency as well as the creative flow experience of all students regardless of creativity tendency.

The Relationship Between Perceived Residential Environment Quality (PREQ) and Community Identity: Flow and Social Capital as Mediators

“…Namely, flow occurs when an individual fully focuses with complete concentration, optimal enjoyment and interest, while engaging in an activity which is challenging for the given required skills of the specific person (Erhel & Jamet, 2019 ). Flow is used to express a person’s feelings during a creative activity, and the stronger the flow, the more fun the person is having (Yang & Hsu, 2020 ). In recent years, flow theory has been widely used in various contexts, such as the workplace (Rivkin et al, 2016 ; Xanthopoulou et al, 2017 ), education (Shernoff et al, 2003 ; Wu et al, 2020 , 2021 ), marketing (Mao et al, 2020 ), sports (Jackson & Marsh, 1996 ), online activities (Wu & Chang, 2005 ; Yan et al, 2013 ), and quality of life (Hirao et al, 2012 ).…”

Investigating Possibilities of Developing Self-Directed Learning in Architecture Students Using Design Thinking

“…Design thinking can be used either in classroom settings or beyond, e. g., distance learning, online, offline, or blended learning using different approaches, methods, and strategies in each single phase of design thinking that enables students' transfer of team learning. Employing different stakeholders or the content of different disciplines in design tasks can result in new knowledge and skills, especially creativity, innovativeness, digital skills, interpersonal skills, and creative self-efficacy and design flow experience [53,54]. Design thinking shows values such as practicality, ingenuity, empathy, and appropriateness as well as values rooted in humanity, e.g., subjectivity, imagination, commitment, and justice [55,56], as human-centred design is socially situated in values and sense making [56,57].…”

Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development

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