Abstract
Design thinking has been valued in business and education field. Design thinking uses creative approaches to problem solving, organizational development, and learning. For designers, the ultimate goal is to produce user-friendly and economic products that meet people’s needs and desires. In order to achieve that goal, creativity, imagination, and design thinking have become necessary capacities for designers to transform abstract ideas into useful products and services successfully. The purpose of the current study was to examine the relationship among creativity, imagination, and design thinking of Chinese design undergraduates. Two research questions are asked: What is the relationship among creativity, imagination, and design thinking of our participants? Do gender and age affect these relationships? Based on structural equation modeling, we found that the relationships among creativity, imagination, and design thinking were strong and positive. Additionally, age and gender did not affect in these relationships. Although some limitations were discussed in the current study, the results provide unique value for future research. Keywords: Challenge creativity, imagination, design thinking, structural equation modeling, Taiwanese undergraduates DOI: 10.7176/JEP/12-20-01 Publication date: July 31 st 2021
Highlights
Creativity, imagination, and design thinking are viewed as important ingredients of design education (Owen, 2006)
The results demonstrate that the model yielded an acceptable model fit: X2 = 87.18, df = 57, p = .006, Goodness-of-Fit Index (GFI) = .877, Comparative Fit Index (CFI) = .955, Incremental Fit Index (IFI) = .957, Root Mean Square Error of Approximation (RMSEA) = .078, Standardized Root Mean Residual (SRMR) =
The major goal of this study was to inspect the relationship among creativity, imagination, and design thinking of design undergraduates in Taiwan
Summary
Creativity, imagination, and design thinking are viewed as important ingredients of design education (Owen, 2006). In order to achieve that goal, creativity, imagination, and design thinking have become necessary capacities for designers to transform abstract ideas into useful products and services successfully (Yang & Hsu, 2020). Bringing design thinking into the curriculum could be an important step to help students develop constructive learning (Scheer, Noweski, & Meinel, 2012). Designers tend to visualize their ideas in a range of media. Through imagination, they exercise their concepts and transform them into concrete products. Design thinking, creativity, and imagination are valuable assets for design education. These three variables are promising research directions for design literature
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