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

Abstract

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.

Teaching of Make Prototype Step of Design Process by E-tutors in Open and Distance e-Learning Context

“…It has been discovered that e-tutors outperform the average when it comes to learning how to assist students through the make prototype step of the design process in a virtual environment. The findings were in line with recent research by Guaman-Quintanilla, et al (2022), who found that facilitators in a design thinking course considerably improved their guide abilities as they progressed to the make prototype stage, where they show a lot of inventiveness. These findings were consistent with those of Koroglu and Yildiz (2021), who found that students had a good time, that brainstorming for the make prototype stage went smoothly, that they were able to determine the ultimate goal from their abilities, that they were able to determine the needs and solutions for the make prototype stage of the design process, and that they had a good time during the guidance, which was most entertaining.…”

“…Almaghaslah and Alsayari (2022) validated Yedra and Aguilar's findings that during the application of a software system for students with dyslexia towards the development of content levels for make prototypes, the students were able to interact with the playful application part, which gave them the option of interacting with the make prototype's playful activities. (Almaghaslah & Alsayari, 2022;Guaman-Quintanilla, et al, 2022;Koroglu & Yildiz, 2021;Yedra & Aguilar, 2022) it is determined that students benefited from the strategies that made unique demands on how the make prototype stage is taught, especially in a virtual environment. Furthermore, the findings of Colombelli, et al (2022) added to what was previously said, implying that students' perspectives regarding entrepreneurial education and the types of abilities gained from a make prototype program in which they participated were positively influenced.…”

The purpose of the company beyond its position in the market: The new agent of social development

“…One of the most celebrated attributes of the DT is the fact of accepting the error, if it serves for a better construction of the proposal and the formative activity (Guaman-Quintanilla et al, 2022).…”

Deepening students' experiences with problem identification and definition in an empathetic approach: lessons from a university design-thinking program

“…The understanding begins with purposely analyzing, defining, and redefining the problem with an empathetic approach, which includes logic and emotion to immerse in another person's context and to develop satisfiable and creative solutions (Abdulla et al. , 2020; Guaman-Quintanilla et al. , 2022; Rubenstein et al.…”

“…In real-world problem-solving, the best solution is to approach another person's problems and develop a deep understanding of it with an empathetic view (Saidi, 2021). The understanding begins with purposely analyzing, defining, and redefining the problem with an empathetic approach, which includes logic and emotion to immerse in another person's context and to develop satisfiable and creative solutions (Abdulla et al, 2020;Guaman-Quintanilla et al, 2022;Rubenstein et al, 2020a, b). During the design thinking, the initial step is developing empathy with the actors involved in the problem, which stimulates insights, inspiration, and intuition (Glen et al, 2015a, b).…”