Abstract
ABSTRACT The multiple conceptualizations of design thinking make it difficult to implement and teach in TPC, especially given classroom constraints. We propose a framework (mind-set and process) that balances knowing with the thinking/doing of design thinking. This framework is effectively implemented through game design. We demonstrate that game design increases students’ ability to iterate and solve macro- and micro-level problems along with their ability to approach unfamiliar or ill-structured tasks while facing such wicked problems.
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