IISC DBox: A Game for Children to Learn Design Thinking

2019 ◽  
Author(s):  
Apoorv Naresh Bhatt ◽  
Rahul Bhaumik ◽  
Kumari Moothedath Chandran ◽  
Amaresh Chakrabarti
Keyword(s):  
Problem Solving ◽  
School Children ◽  
Design Thinking ◽  
Empirical Studies ◽  
School Education ◽  
Thinking Process ◽  
Age Range ◽  
Potential Tool

Abstract Design thinking (DT) can be a valuable tool for nurturing problem-solving abilities in school children. The objective of the paper is two-fold. The first is to evaluate the effectiveness of the DT process as a potential tool for open-ended problem-solving for school children; the second is to test the effectiveness of gamification of the DT process in terms of the extent of comprehension and learning of the process enabled by gamification. The paper presents a framework for IISC, a Design Thinking Process developed by the authors, and compares two gamified models of the DT process against one another using empirical studies that involved school children in the age-range of 14 to 18 (8th to 12th years of their twelve years of school education) playing the games. Feedback from the students and their mentors during the game was used as data for evaluation. The paper also discusses the limitations identified and suggested improvements of the two gamified models, and implications of these for designing more effective games.

Design Thinking in Higher Education

2016 ◽  
pp. 306-328 ◽  
Author(s):  
Julia von Thienen ◽  
Adam Royalty ◽  
Christoph Meinel
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Empirical Studies ◽  
Problem Based Learning ◽  
Creative Problem Solving ◽  
Educational Approach ◽  
Problem Solving Skills ◽  
Work Spaces ◽  
Creative Problem ◽  
Problem Solving Process

This chapter introduces design thinking as an educational approach to enhance creative problem-solving skills. It is a problem-based learning paradigm that builds on three pillars: A creative problem solving process, creative work-spaces and collaboration in multi-perspective teams. This chapter discusses central elements of design thinking education and contrasts the approach to conventional education as well as other problem-based learning paradigms. In particular, design thinking classes harness a unique “look and feel” and “verve” to help students acquire and experience creative mastery. Furthermore, the chapter overviews empirical studies on design thinking education. Four studies are described in more detail: Experiments on the three pillars of design thinking and one case study where a university class curriculum has been changed to a design thinking paradigm. Finally, the chapter provides resources for readers who want to learn more about design thinking education.

scholarly journals Applying Design Thinking Process in Student’s Project: A case of EGF Products

2018 ◽  
Vol 201 ◽  
pp. 04003
Author(s):  
Chun-Ming Yang ◽  
Hong-Thien T. Man
Keyword(s):  
Growth Factor ◽  
Problem Solving ◽  
Design Thinking ◽  
Class Project ◽  
Solution Generation ◽  
Hands On ◽  
Innovative Solution ◽  
Health Care Applications ◽  
Epidermal Growth ◽  
Thinking Process

Design thinking process is best known as an effective, human-centred approach to more creative problem solving. This method has been applied as an innovative solution generation technique not only for designers but in other disciplines as well. While Epidermal Growth Factor (EGF) is an important growth factor in human body. It plays a crucial role in recent biological researches for many health-care applications. This study incorporated the design thinking process in EGF application products, aims to encourage student designers to embark on this freshly new problem-solving methodology in biological application, and hope to help introduce new medical products in daily life. Two cases as the results came out from the hands-on class project were also presented.

Design thinking in the library space: Problem-solving signage like a graphic designer

2020 ◽  
Vol 45 (3) ◽  
pp. 114-121
Author(s):  
Dania Jalees
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
User Needs ◽  
Time Process ◽  
Space Problem ◽  
Graphic Designer ◽  
Information Professionals ◽  
Thinking Process ◽  
Problem Solve ◽  
Library User

Librarians and graphic designers have a lot in common. Both are information professionals that offer means or cues to help users navigate, understand and solve a problem within a certain space. Without the librarian, the library space itself becomes the interface where users are offered signage to problem-solve intuitively. Because of this, effective communication via signage and wayfinding becomes imperative to the library user experience. By empathizing with our patrons and clearly articulating what the problem is, it is possible to anticipate user needs, address them by utilizing the design-thinking process, and prototype solutions like a graphic designer. However, this is not a permanent, one-time process, and it will need to be repeated whenever the needs of the patrons evolve and new problems emerge.

scholarly journals Design Thinking: A Creative Approach to Problem Solving

2019 ◽  
pp. 237929811987146
Author(s):  
Mary K. Foster
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Resource Constraints ◽  
Lesson Plan ◽  
Real Problem ◽  
Graduate Courses ◽  
Human Needs ◽  
Complementary Approach ◽  
Hands On ◽  
Thinking Process

Design thinking—understanding the human needs related to a problem, reframing the problem in human-centric ways, creating many ideas in brainstorming sessions, and adopting a hands-on approach to prototyping and testing—offers a complementary approach to the rational problem-solving methods typically emphasized in business schools. Business school instructors may perceive design thinking, a relatively new and complex multistep, iterative process, to be beyond their capabilities or time/resource constraints. This experiential exercise provides a relatively easy, low-investment approach to incorporating an overview of design thinking into any course. With minimal instructor preparation, participants can have a positive experience using design thinking to solve a real problem, consuming as little as an hour of class time. This activity is suitable for undergraduate and graduate courses in any business discipline. The provided lesson plan, slides, and workbook make it easy to facilitate students’ experience of the design thinking process.

scholarly journals Development of a Checklist and Analysis on the Case of Design Thinking Activity in University

2021 ◽  
Vol 15 (3) ◽  
pp. 225-237
Author(s):  
Sunghee Cho ◽  
IRang Lim ◽  
Jooyeon Kim ◽  
Yeonhee Kim ◽  
Han Na Kim
Keyword(s):  
Problem Solving ◽  
Literature Review ◽  
Content Validity ◽  
Design Thinking ◽  
Delphi Survey ◽  
Educational Activities ◽  
Plan Execution ◽  
Thinking Process

The purposes of this study were to develop a checklist, which guides the process of design thinking for the students, and to analyze the case of A university, so as to facilitate the non-subject educational activities in university. From the results of the literature review, we derived the preliminary items included in the checklist. After verifying the content validity, a Delphi survey by 15 experts was conducted. Corresponding to the five steps of design thinking, a total of 22 items, including 3 items for ‘empathize’, 6 items for ‘define’, 5 items for ‘idea’, 3 items for ‘prototype’, and 5 items for ‘test’ were finally selected for the students’ checklist.With regard to their problem solving abilities, the design thinking based program might be beneficial for enhancing students’ competence when it comes to problem clarification and plan execution. Furthermore, the developed design thinking checklists, along with the presented case of the design thinking program, are expected to encourage students to more actively apply the design thinking process to their non-subject educational activities.

scholarly journals A Context-based Recommendation Model for Design Thinking Techniques Selection in Software Development

2020 ◽  
Author(s):  
Rafael Parizi ◽  
Sabrina Marczak
Keyword(s):  
Problem Solving ◽  
Software Development ◽  
Design Thinking ◽  
Empirical Studies ◽  
Theoretical Context ◽  
Collaborative System ◽  
Development Professionals ◽  
Core Features ◽  
The Way

Design Thinking (DT) has been chosen as an approach to support problem-solving by many software development companies. However, there are divergences between the professionals of these companies concerning which techniques are performed, which steps are followed, and the way to implement this approach, as it proposes itself, to be divergent to generate numerous alternatives and, also, convergent, to find a solution. As a practical way to apply DT in software development, a collection of techniques are implemented during different working spaces provided by the DT models. Therefore, selecting the appropriate techniques within the set of the available ones is challenging. Aiming to present a solution for helping software development professionals in how to select the appropriate techniques for DT activities, we propose the development of a theoretical context-based recommendation model for selecting DT techniques for software development. Thus, we aim to develop a recommender and collaborative system of DT techniques and to validate it through industry-based empirical studies. We have already characterized the DT techniques that professionals are using and how they select them, and the benefits and challenges of using DT. These results were used to inform the proposal and the validation of a first version of the DT techniques recommendation tool, which presents the tool first round of core features.

Development and Application of Hackathon in Elementary School Based on Design Thinking Process

2020 ◽  
Vol 51 (1) ◽  
pp. 159-185
Author(s):  
Ju Yeon Park, ◽  
Hye Young Chung, ◽  
Sung Hee Kim, ◽  
Young Mi Lee ◽  
Yoo Kyung Lee ◽  
...  
Keyword(s):  
Elementary School ◽  
Design Thinking ◽  
School Based ◽  
Thinking Process
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