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

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  • Chao-Ming Yang

    (Department of Visual Communication Design, Ming Chi University of Technology, 84 Gungjuan Rd., Taishan Dist., New Taipei City 243303, Taiwan)

  • Tzu-Fan Hsu

    (Master’s Program in Creative Design and Management, National Taipei University of Business, No. 100, Sec. 1, Fulong Rd., Pingzhen Dist., Taoyuan City 324, Taiwan)

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.

Suggested Citation

  • Chao-Ming Yang & Tzu-Fan Hsu, 2020. "Integrating Design Thinking into a Packaging Design Course to Improve Students’ Creative Self-Efficacy and Flow Experience," Sustainability, MDPI, vol. 12(15), pages 1-21, July.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:15:p:5929-:d:388515
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    References listed on IDEAS

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    1. Igor N. Dubina, 2005. "Managing creativity: theoretical approaches to employees' creativity development and regulation," International Journal of Management Concepts and Philosophy, Inderscience Enterprises Ltd, vol. 1(4), pages 334-349.
    2. Huang, Lei & Krasikova, Dina V. & Liu, Dong, 2016. "I can do it, so can you: The role of leader creative self-efficacy in facilitating follower creativity," Organizational Behavior and Human Decision Processes, Elsevier, vol. 132(C), pages 49-62.
    3. Schoormans, Jan P. L. & Robben, Henry S. J., 1997. "The effect of new package design on product attention, categorization and evaluation," Journal of Economic Psychology, Elsevier, vol. 18(2-3), pages 271-287, April.
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    2. Stanislav Avsec & Vesna Ferk Savec, 2021. "Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development," Sustainability, MDPI, vol. 13(18), pages 1-28, September.
    3. Mubarak S. Aldosari, 2025. "From Recall to Resilience: Reforming Assessment Practices in Saudi Theory-Based Higher Education to Advance Vision 2030," Sustainability, MDPI, vol. 17(21), pages 1-19, October.
    4. Yeşim Sürmelioğlu & Mukaddes Erdem, 2025. "Design, implementation, and evaluation of an online instructional process to enhance teachers’ design thinking skills," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 12(1), pages 1-13, December.
    5. Stanislav Avsec & Magdalena Jagiełło-Kowalczyk, 2021. "Investigating Possibilities of Developing Self-Directed Learning in Architecture Students Using Design Thinking," Sustainability, MDPI, vol. 13(8), pages 1-25, April.
    6. Ziyang Huang & Xuan Fu & Jiajia Zhao, 2025. "Research on AIGC-Integrated Design Education for Sustainable Teaching: An Empirical Analysis Based on the TAM and TPACK Models," Sustainability, MDPI, vol. 17(12), pages 1-29, June.

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