Exploring the impact of design thinking in information technology education: An empirical investigation

Abstract

In the context of digital transformation, educators are seeking ways to guide students to become innovative technology designers. However, students often lack innovative problem-solving skills when working with IT, and so new pedagogies are needed to improve IT-related curricula. Design thinking (DT), as a methodology, may offer the potential to meet this need. The present study developed a DT-based framework for the design of IT learning projects. A quasi-experiment was conducted in a junior middle school, employing both qualitative and quantitative analysis methods to explore the impact of DT on learning outcomes and mechanisms that explain the observed changes in student performance. The findings demonstrate that DT promotes creativity in students’ digital works, especially their value, diversity, and originality. DT also enhances students’ awareness of using IT to address daily challenges and facilitates their basic information knowledge and skills. Regarding the mechanisms, the DT process and tools serve as learning scaffolds and facilitate the creativity of digital work. The Ideate of DT generates ideas on what to do and how to do it. Empathize and Define establish a link between digital work and real-life problems. Prototype and Test help students acquire basic information knowledge and skills. This study not only examines the impact of DT on IT education but also explores the mechanisms to explain the observed changes in learning performance. The findings can serve as a guide for educators and researchers to further optimize the teaching of IT courses and nurture innovative talents required in the new era.