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Study on the Learning Effectiveness of Stanford Design Thinking in Integrated Design Education

Author

Listed:
  • Jui-Che Tu

    (Graduate School of Design, National Yunlin University of Science and Technology, Yunlin 64002, Taiwan)

  • Li-Xia Liu

    (Graduate School of Design, National Yunlin University of Science and Technology, Yunlin 64002, Taiwan
    Beijing Union University, Beijing 100023, China)

  • Kuan-Yi Wu

    (Department of Creative Design, National Yunlin University of Science and Technology, Yunlin 64002, Taiwan)

Abstract

Due to industrial demand and the influence of government policies, the number of design colleges and students specializing in design in Taiwan has been increasing year by year. As a result, the topics on design education have gained great attention. To adapt to the rapidly-changing society, training that is designed to strengthen the professionalism and integration ability of those design majors should also be adjusted. Unlike traditional teaching methods, Stanford Design Thinking is a people-oriented problem-solving method. Proceeding from human needs, it offers creative solutions to various topics. Placing emphasis on integrated team communication and the cooperation and exchange among interdisciplinary talents, it is a new teaching model in response to the changes to the design environment. In this study, Stanford Design Thinking was introduced to the integrated design curriculum education as a creativity teaching strategy, and the action research method was adopted to explore the learning effectiveness of the design thinking method. According to the findings, the design thinking method can improve teaching; it can promote student participation through interview training in class during the Empathize stage; it offers substantial assistance to students in actual interviews; it reveals information about the demands of target groups, deepens students’ discussions on design-related topics, and creates a favorable atmosphere for teaching; it fosters a positive interaction between students and teachers and makes students more attentive in class. Inspired by this teaching method, students can independently seek product-testing objects to review their design concepts and develop a stronger motivation for self-learning.

Suggested Citation

  • Jui-Che Tu & Li-Xia Liu & Kuan-Yi Wu, 2018. "Study on the Learning Effectiveness of Stanford Design Thinking in Integrated Design Education," Sustainability, MDPI, vol. 10(8), pages 1-21, July.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:8:p:2649-:d:160423
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    References listed on IDEAS

    as
    1. Christoph Meinel & Larry Leifer, 2012. "Design Thinking Research," Understanding Innovation, in: Hasso Plattner & Christoph Meinel & Larry Leifer (ed.), Design Thinking Research, edition 127, pages 1-11, Springer.
    2. Birgit Jobst & Eva Köppen & Tilmann Lindberg & Josephine Moritz & Holger Rhinow & Christoph Meinel, 2012. "The Faith-Factor in Design Thinking: Creative Confidence Through Education at the Design Thinking Schools Potsdam and Stanford?," Understanding Innovation, in: Hasso Plattner & Christoph Meinel & Larry Leifer (ed.), Design Thinking Research, edition 127, pages 35-46, Springer.
    3. Christoph Meinel & Larry Leifer, 2012. "Design Thinking Research," Understanding Innovation, in: Hasso Plattner & Christoph Meinel & Larry Leifer (ed.), Design Thinking Research, edition 127, pages 1-10, Springer.
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    Citations

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    Cited by:

    1. He-Hai Liu & Yu-Sheng Su, 2018. "Effects of Using Task-Driven Classroom Teaching on Students’ Learning Attitudes and Learning Effectiveness in an Information Technology Course," Sustainability, MDPI, vol. 10(11), pages 1-14, October.
    2. Hartmut Derler & Simon Berner & Daniela Grach & Alfred Posch & Ulrike Seebacher, 2019. "Project-Based Learning in a Transinstitutional Research Setting: Case Study on the Development of Sustainable Food Products," Sustainability, MDPI, vol. 12(1), pages 1-15, December.
    3. Georgi V. Georgiev & Vijayakumar Nanjappan, 2023. "Sustainability Considerations in Digital Fabrication Design Education," Sustainability, MDPI, vol. 15(2), pages 1-15, January.
    4. Teen-Hang Meen & Charles Tijus & Jui-Che Tu, 2019. "Selected Papers from the Eurasian Conference on Educational Innovation 2019," Sustainability, MDPI, vol. 11(23), pages 1-12, December.
    5. Tz-Heng Hsu & Gwo-Jiun Horng & Aaron Raymond See, 2021. "Change in Learning Motivation Observed through the Introduction of Design Thinking in a Mobile Application Programming Course," Sustainability, MDPI, vol. 13(13), pages 1-13, July.
    6. Qing Yu & Kun Yu & Rongri Lin, 2024. "A meta-analysis of the effects of design thinking on student learning," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-12, December.
    7. Jurry Hatammimi, 2022. "Measuring the implementation of the design thinking concept in the creative industry:Study on the Culinary Subsector in Bandung City," International Journal of Business Ecosystem & Strategy (2687-2293), Bussecon International Academy, vol. 4(2), pages 20-27, April.
    8. Jih-Sheng Lo & Chi-Hung Lo & Shyh-Chour Huang & Wei-Chen Wang, 2019. "Application of User Experience and Design Thinking to the Construction of a Class Assistance System for Hearing- and Speech-Impaired People," Sustainability, MDPI, vol. 11(24), pages 1-27, December.
    9. Afred Suci & Sri Maryanti & Hardi Hardi & Nining Sudiar, 2022. "Embedding Design Thinking Paradigm in a University’s Business Assistance to Small Business," Systemic Practice and Action Research, Springer, vol. 35(2), pages 177-201, April.
    10. He-Hai Liu & Qi Wang & Yu-Sheng Su & Liang Zhou, 2019. "Effects of Project-Based Learning on Teachers’ Information Teaching Sustainability and Ability," Sustainability, MDPI, vol. 11(20), pages 1-16, October.
    11. José Rodrigues & Carla Chicau Borrego & Paula Ruivo & Pedro Sobreiro & David Catela & José Amendoeira & Rui Matos, 2020. "Conceptual Framework for the Research on Quality of Life," Sustainability, MDPI, vol. 12(12), pages 1-16, June.
    12. Yi-Chen Lai & Li-Hsun Peng, 2019. "Effective Teaching and Activities of Excellent Teachers for the Sustainable Development of Higher Design Education," Sustainability, MDPI, vol. 12(1), pages 1-27, December.
    13. Jui-Che Tu & Xu Zhang & Xiu-Yue Zhang, 2021. "Basic Courses of Design Major Based on the ADDIE Model: Shed Light on Response to Social Trends and Needs," Sustainability, MDPI, vol. 13(8), pages 1-22, April.
    14. Sohail Ahmed Soomro & Hernan Casakin & Georgi V. Georgiev, 2021. "Sustainable Design and Prototyping Using Digital Fabrication Tools for Education," Sustainability, MDPI, vol. 13(3), pages 1-17, January.
    15. Gökhan Ilgaz & Menekşe Eskici, 2018. "Examination of Teacher Candidates’ Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability," Sustainability, MDPI, vol. 11(1), pages 1-20, December.
    16. Triyuth Promsiri & Krisakorn Sukavejworakit & Vasu Keerativutisest & Thanaphol Virasa & Krischanan Kampanthong, 2022. "Sustaining Thai Government Agency Innovation through Design Thinking Learning Effectiveness," Sustainability, MDPI, vol. 14(12), pages 1-13, June.

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