Implementation Of Design Thinking Research Articles

Implementation of Design Thinking on Match-up Interactive Media for Cell Learning

Student-centered learning is able to bring out the creative and innovative thinking of students which are needed to face the twenty-first century's challenges. A mindset that can bring out the creative potential in everyone is Design Thinking. The current study employed a theoretical perspective from design thinking with problem-solving activities consisting of 5 stages, namely emphatize, define, ideate, prototype, and test. In-depth observations and interviews were conducted to identify problems faced by high school students at SMA Negeri 6 Palu. Sample selection was based on criteria of extreme right sample and extreme left sample. The results obtained in the form of Interactive media in the form of Match-ups as discussion material and gamification on cell material were designed to be used in the learning process.

Implementation of Design Thinking to Support Creativity-Oriented Learning: A Literature Review

Learning to Support the Implementation of Concepts for Real-World Problem Solving can be achieved by applying outcome-oriented learning that produces products as problem-solving solutions. Design Thinking is a strategy that can be utilized to support the achievement of these goals. This research aims to specifically examine the stages and characteristics of design thinking as a learning strategy oriented towards enhancing creativity. This research is a literature review study conducted using the narrative review method. The source of information used is secondary data in the form of literature related to design thinking in international journals. The literature selected is deemed capable of addressing the research questions. The results of this study indicate that design thinking is a learning process that can foster creativity. Design thinking involves a divergent thinking process in the problem-finding stage (empathy and design) and ideation. Creativity in both problem-finding and ideation resides in the realm of creative thinking. Problem-finding refers to the process of discovering various ways to obtain information about users. Ideation refers to the process of generating various solutions to solve user problems. Various literature studies demonstrate the role of design thinking in generating creative ideas and products to solve problems.

Learning design thinking well: organizing (introductory) workshops for optimal participant experience

A better understanding of the implementation of design thinking (DT) as a means to increase the assimilation of its practices is an important concern for R&D and innovation managers because more frequent use of DT practices raises organizational innovative capabilities. Introducing DT practices in workshops is a common, but also challenging approach to learning DT. Participants often have little to no prior encounters with the tools, techniques and principles used to practice DT and often mistrust or misinterpret the DT concept after a bad experience during the first exposure. For that reason, a suboptimal experience in introductory workshops can prevent or reduce the assimilation of DT practices. This study investigates how participant experience during first exposure as a vital precursor to the assimilation of DT practices can be improved via the organization of introductory workshops. We examine flow as the core experience measure in a quantitative‐inductive, quasi‐experimental study of two 3‐day DT workshops and compare periods with step‐by‐step acquisition of DT practices under guidance, periods of flexible, independent application of DT practices and periods of recovery. Our research employs a segmented time series analysis on more than 1100 real‐time observations collected with the experience sampling method (ESM). This study contributes to the scarce empirical research on improving the implementation of DT practices by indicating that a positive initial experience depends on workshop length, the logic of guided periods, the combination of guided and unguided periods, timing and type of recovery, as well as on team formation. Our results lead to five organizing principles, which can be used as testable propositions for future research, as well as in the planning and execution of (introductory) DT workshops.

The Implementation of Design Thinking in Education: Will It Serve the Purpose?

The Implementation of Design Thinking in Education: Will It Serve the Purpose?

The Training of Design Thinking Process in New Product Development

The current era of globalization has made technological developments faster, which has forced manufacturers to be able to present innovations in the products they produce that can answer customer needs. The Design Thinking Process is an iterative process in which we seek to understand the user to identify the right strategy. To answer this challenge, Design Thinking Process training was conducted for UNSERA Industrial Engineering Students. From the results of the training conducted, the participants already knew about Design Thinking, the steps for implementing Design Thinking, and the implementation of Design Thinking in several industries that support problem-solving.

Improvement of the management system of the enterprise under the conditions of global risks

In the conditions of increased turbulence of the economy, the need to implement an effective management system at enterprises, which would ensure constant improvement of the production process and the implementation of measures to increase the competitiveness of products, goods and the organization as a whole, becomes more and more important. One of the methods of effective management is the implementation of a management system focused on achieving results based on quality goals, namely meeting the needs and expectations of consumers, enterprise development and environmental protection. The changing economic, political and social climate in the world creates new challenges and risks for enterprises, which requires them to have more flexible and effective management systems. Globalization of the economy, which forces business to maintain its competitiveness in the world market, is one of the primary difficulties. In addition, companies must maintain a high level of security of their data and information due to the growing number of technological and cyber threats. The main problems of system management are problems with personnel, problems with the latest technologies, the problem of insufficient control and the problem of the lack of a clear strategy. The article examines the problems of improving the management system of enterprises in the conditions of global risks and crisis phenomena with the help of the implementation of design thinking and Lean management. The main problems of management are defined, taking into account the modern problems of the external environment. An analysis of the features of system management was carried out, the definition of the concept of system management was systematized and formed, taking into account foreign and domestic research. The role of system management in the overall management system of a modern enterprise is determined. The general directions of improvement of the management system of the enterprise are considered. Special attention is paid to the experience and prospects of implementing design thinking and Lean management in modern enterprises.

TECH TO MARKET. FINDING AND DESIGNING SUITABLE TECHNOLOGY APPLICATIONS WITH DESIGN THINKING

AbstractAlthough it's human centered focus, design thinking has proven to be effective also in technology-driven projects, both in education and business. Yet, scant research has investigated whether and how design thinking might be leveraged to find new opportunities based on emerging technologies and design new innovation concepts accordingly. To address this gap, we employed an Action Innovation Management Research framework and co-designed a program called Tech to Market with Oper.Space, the design factory for Open Innovation of the University of Bologna. We ran 5 iterations of the program from October 2018 to December 2022, in which we conducted 52 interviews, observed 10 presentations, and held 10 meetings with the main stakeholders involved. Our results show how to apply design thinking to find and design a suitable application for a given technology, contributing to the ongoing conversation about the implementation of design thinking in technology-driven projects.

Knowledge exchange in SMEs service innovation with design thinking

PurposeThis study, adopting a knowledge perspective, aims to explore how small- and medium-sized enterprises (SMEs) engage in service innovation by implementing design thinking.Design/methodology/approachA qualitative research methodology and a multiple case study strategy were adopted on account of the exploratory nature of this study. Three cases based in Scotland have been selected. Data were collected from staff, managers and researchers who participated in Create Cultures of Innovation (CCoI), a project sponsored by the Scottish government.FindingsThe research shows that SMEs can be enabled, through design-led interventions, to think collaboratively and leverage knowledge to achieve service innovation.Research limitations/implicationsThis research contributes to the service innovation literature by theorising an integrated research framework of “Knowledge exchange in SMEs service innovation with design thinking”. Further, this study enriches the extant understanding of service innovation in the traditional sector (manufacturing and hospitality) and redefines the roles and relations of the dimensions of service innovation.Practical implicationsThis study addresses the call on tools and methods for servitisation, suggesting that changing the culture and mindsets of both the top management and the staff are critical for the success of servitisation and the implementation of design thinking. In addition, this research suggests the need to embed design thinking within the leadership prior to rolling it out to the wider public. Support from the top management should focus on both the engagement of staff and the changing of vision from product to service-focused.Originality/valueThis paper gets together service innovation, design thinking and knowledge exchange in the context of manufacturing SMEs offering novel insights into how to succeed in servitisation with the implementation of design thinking.

Enhancing design thinking in engineering students with project‐based learning

AbstractModern society requires increasing creative talents. As an educational concept, design thinking (DT) has been successfully applied in education to foster innovation. However, educational research on improving the engineering design ability of engineering students through the design process and practice is limited. Research has shown that project‐based learning (PBL) is an effective engineering education method. This research integrates DT and PBL (DT–PBL) in teaching the course “Introduction to Artificial Intelligence and Basic Algorithm Training” and discusses the teaching method and implementation of DT–PBL in detail through an example of a comprehensive training project of software and hardware collaboration based on a convolutional neural network and Raspberry Pi. This study considers the impact of DT–PBL on engineering students in terms of learning motivation and creativity using the pretest and posttest mixed method. Data analysis of quantitative tests and qualitative interviews shows that (1) The experimental group is superior to the comparison group in terms of overall learning motivation. Through a comprehensive training project of software and hardware collaboration, students can reflect on the required professional knowledge and skills, and improve their DT, engineering application, and innovation abilities and (2) The experimental group was superior to the comparison group in terms of overall creativity (adventure, curiosity, imagination, and challenge). Students in the experimental group can think more quickly and put forth more creative ideas from the perspective of user needs.

Taking Design Thinking to Classroom: A Systematic Literature Review Over a Past Decade

Abstract : Design thinking (DT) is not only well known in the business field as a user-oriented product design approach. Still, it has also penetrated the field of engineering education as an innovative tool to promote various skills. This paper aims to provide a systematic literature review on the implementation of DT in educat ion that outl ines tr ends and comprehensive content analysis to give more study direction for researchers and educators. A total of 23 papers addressing DT in education published between 2010 and 2021 from Springer were analyzed. The researchers reviewed the distribution of publications in DT by year, journals in which DT studies were published, educational areas of selected papers, the typology of chosen articles, the DT mindsets, and content analysis of DT implication to skills development. The results show that DT publications have fluctuated in number in the last decade and peaked in 2020 with 11 articles. International Journal of Technology and Design Education, Journal of Formative Design in Learning, and TechTrends are the three journals that publish the most studies on DT in education. Teacher education is where DT is most often implemented among the reviewed papers, and educational experiments are identified as the dominant typology. Nine mindsets serve as the basis for implementing DT in education, with humancenteredness being the primary mindset. DT asinnovative learning supported the development of various essential skills such as creativity, collaboration, problem-solving, teacher professional d e v e l o pme n t , s e l f - d i r e c t i o n , emp a t h y, communication, decision-making, digital skills, and global and intercultural awareness. Keywords : Systematic literature review; design thinking; education; research trends

Implementation of Design Thinking for Web Based E-Voting Student Organization in Nahdlatul Ulama University of Yogyakarta

Purpose: implement design thinking for web based E-Voting Student Organization in Nahdlatul Ulama University of YogyakartaDesign/methodology/approach:the method which used in this research is design thinking. The steps in this method are emphatize, define, ideate, prototype, and testFindings/result:the development of E-Voting is succesfully made according to user needsOriginality/value/state of the art:E-Voting web-based for student organization in Nahdlatul Ulama University of Yogyakarta

Mapping the Relationships between Self-Directed Learning and Design Thinking in Pre-Service Science and Technology Teachers

Self-directed learning and design thinking were found to be promising pedagogies for supporting education and thus supporting sustainable development goals. While some researchers have posited that self-directed learning may support design thinking, empirical research examining the relationship between these two essential skills is lacking because their shared conceptual structure has not been articulated in detail, and because they have remained siloed in design practice. This study examines pre-service teachers’ self-regulation in relation to design thinking skills to advance a theoretical understanding of design science and to overcome challenges teachers face in adopting and implementing design thinking. For this study, 158 pre-service teachers were recruited. On the first level, the empirical data collected were subjected to structural equation modelling to find and confirm significant metacognitive perspectives in design thinking, while on the second level, an in-depth analysis was conducted to find moderating effects of pre-service teachers’ metacognitive experiences and teacher education in design thinking. We argue that awareness and interpersonal skills are crucial in creative design activity, and that embracing risk, tolerance to uncertainty, and underdeveloped supervising skills might be critical elements for advancing design thinking behaviour. The findings of this study have implications for effective science and technology teaching and the learning of design thinking in teacher education, and for educators and commercial course designers to adjust the implementation of design thinking.

Design thinking for virtual teaching of world history towards 21st century skills development

The study explored the effectiveness of Design Thinking as a virtual method of teaching World History in developing the 21st century skills of critical thinking, communication, collaboration, and creativity. The study employed a quasi-experimental pretest-posttest two-group design among 40 students from San Jose National High School, Division of Bohol, which compares the changes that occur within the experimental and control group by measuring the variable at two time periods. The experimental group had undergone the Design Thinking process of empathizing, defining, ideating, prototyping, testing, and implementing; while the control group was taught using Lecture Discussion. Results confirmed that the implementation of Design Thinking in teaching yielded a significant effect to critical thinking, collaboration, communication and creativity among the respondents. Notwithstanding the fact that the experiment affected by the COVID-19 pandemic, the slow internet connection in the municipality, and the absence of a face-to-face interaction, it showed a significant difference in the test scores of the experimental group before and after the intervention was utilized in the 4Cs for the 21st century. A contextualized DT was crafted to serve as a guide to educators as regards to its proper use that fits the actual virtual teaching scenarios of a regular classroom in the Philippines.

Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity

This study investigates the effects of using design thinking on students’ problem solving and creativity skills, applying a constructivist learning theory. A course where students use design thinking for analyzing real problems and proposing a solution, was evaluated. The study involved 910 novice university students from different disciplines who worked in teams throughout the semester. Data were collected at three times during the semester, i.e. at the beginning (t0), in the middle (t1) and at the end (t2), after solving a short case study. Each time the problem solving and creativity skill of each student was rated by three different actors, i.e. the students themselves (self-evaluation), one peer and one teacher (facilitator). The objective of this study is to investigate whether the problem solving skills and creativity skills improved along the course, as rated by the three actors. A repeated measures ANOVA was used for the data analysis of this within-subjects design. Results show a significant improvement on students’ problem solving and creativity skills, according to the three raters. Effect sizes were also calculated; in all cases the effect sizes from t0 to t1 were larger than t1 to t2. The multi-actor perspective of this study, the adoption of reliable and valid measures and the large sample size provide robust evidence that supports the implementation of design thinking in higher education curriculum for promoting key skills such as problem solving and creativity, demanded by labor markets. Finally, a discussion that puts forward an agenda for future research is presented.

Design Thinking and Bricolage for Frugal Innovations during Crisis

The rapid spread of COVID-19has created resource-constraints. This study focuses on the application of design thinking in frugal innovations by social entrepreneurs to face the challenges during the COVID-19 pandemic. It discusses the case of an Indian social entrepreneur who essentially provides solutions for menstrual health and hygiene to unprivileged and rural women in India. When faced with the COVID-19 pandemic, the social entrepreneur re-purposed the manufacturing process and implemented bricolage to produce masks which were the need of the hour. The manufacture of masks was a frugal innovation due to the resource constraints during the pandemic. The research paper is qualitative, and it follows an inductive case study approach. The implementation of design thinking in frugally innovating is established through the content analysis of the interviews of the social entrepreneur and her team members. It presents practical implications of design-thinking for frugal innovations by social entrepreneurs in adversity.

When cultures collide: What can we learn from frictions in the implementation of design thinking?

AbstractIncreasing interest in the use of design thinking (DT) in innovation has called into question its integration in organizational settings. We draw upon literature on management innovation and new practice implementation that highlights potential cultural conflicts between the values and assumptions underpinning the new practice and the culture of the organization that adopts it. We investigate thecultural fit between DT and the adopting firmthrough qualitative studies of 13 cases of DT implementation in large established firms complemented with data collected during eight workshops with DT practitioners and scholars. We abductively propose a cultural archetype of DT comprising eight dimensions:subjective and aesthetic ways of knowing,long‐term and nonlinear views about time,intrinsic motivation and sense of purpose,flexibility and change,relationships,empathy,and emotions at work,collaboration and inclusion,team autonomy and informality, andexternal orientation. We identify challenges and consequences associated with cultural misfits encountered in the implementation of DT:lack of legitimacy,lack of depth,disengagement,incrementalism,poor teamwork and alienation,collaboration lip service,micromanaged processes, andlack of external orientation. We thus (i) develop a characterization of DT by providing a detailed cultural archetype that we discuss relative to previous literature on DT and (ii) enrich the research on the recursive relationship between organizational culture and DT implementation, contributing to research on emotions in management and innovation culture. We also (iii) contribute to research on the challenges encountered by firms when adopting DT, extending the research on difficulties linked to cultural misfits when implementing new practices. Finally, we (iv) contribute to research on practice implementation and management innovation by highlighting the interplay between cultural fit, legitimacy, and the implementation climate.

Pedagogy innovation for management graduates: application of design thinking

PurposeThis paper aims to develop a pedagogy combining analytic reasoning with a more exploratory skill set that style practitioners have embraced and business schools have traditionally neglected. It proposes a viable business which will be converted into market opportunities. The study aims to expand the domain of design thinking (DT) by applying the concept in the higher education sector with special reference to management education.Design/methodology/approachThis paper emerged out of an application of one of the models of DT in the field of higher education. While several models of DT are deployed by various sectors, the 3I model developed by IDEO in 2001 was chosen as appropriate to design a pedagogy for MBA students. The data were complemented by classroom teaching experiments, evaluation and student performance.FindingsThis paper provides empirical insights about how a change is brought about during implementing a new pedagogy in the system. This innovative pedagogy was named as “Integrative and Interactive Approach.” It was offered to first-year postgraduate students of management.Research limitations/implicationsBecause of the chosen approach, the research results may lack generalizability. Researchers are encouraged to test the model in a smaller group before implementing.Practical implicationsThe paper focuses on the testing and implementation of DT in innovating a pedagogy with reference to one chosen institute. The cost, benefits and challenges may differ when applied to other institutes of same kind.Originality/valueThis paper fulfills an identified need to have an integrated approach of teaching in management education using case study approach.

Application of design thinking to product-configuration projects

PurposeProduct configurators are expert systems that support product customization by defining how predefined entities and their properties may be combined. Developers of configuration systems act as designers, although they do not often recognize that they are performing as such. Moreover, exploring solution spaces is typically not integral to configuration projects, as this task is typically perceived as mapping existing knowledge to the configurator. This article argues that developing configurators may be understood by distinguishing between the problem and solution spaces using design thinking (DT).Design/methodology/approachA multiple-case-study approach with four configuration projects is adopted to study two projects involving DT and compare them to two similar projects not involving DT. Data collection depended on multiple data sources via workshops and semi-structured interviews.FindingsFirst, DT methods and concept–knowledge (C-K) theory are integrated into configuration projects. Second, the application of DT during configurator development is presented through workshops and interviews, which demonstrates the benefits of DT in overcoming existing challenges.Research limitations/implicationsThe case studies demonstrate the successful implementation of DT in developing configurators. However, a limited number of cases in only one company limits the generalizability of the results.Practical implicationsThe framework's individual steps create a structured approach to supporting industrial companies with a toolbox of DT techniques and methods for configuration projects.Originality/valueThe results show that the application of DT to configuration projects can improve user motivation, stakeholder satisfaction and knowledge acquisition.

Design thinking: Opinions and experiences of middle school students

The aim of the present research is to examine the opinions and experiences of 7th grade students towards design thinking. In this context, activities for design thinking about energy transformations included in the science curriculum were conducted for four weeks. Phenomenology method, one of the qualitative research methods, was used in the study carried out with thirty-six 7th grade students. The students' opinions about design thinking were obtained through open-ended questions and their experiences through diaries. Content analysis method was used to analyse the data collected from the open-ended questionnaire and the student diaries. In line with the students' views on design thinking, 7 themes emerged: Contributions of design thinking, difficulties encountered in the implementation of design thinking, difficulty level of design thinking stages, getting support during the implementation of design thinking, degree of appreciation of design thinking stages, spending time for design thinking activities in the future and participating in design thinking activities outside of school. As a result of the analysis of the diaries, three themes emerged: learning, satisfaction and criticism. It is thought that the opinions and experiences of middle school students towards design thinking will contribute to the design of learning environments in a more qualified way.

Innovating language curriculum design through design thinking: A case study of a blended learning course at a Colombian university

This paper reports on the outcome of an exploratory case study based on the implementation of Design Thinking (DT) in a Language Curriculum Design (LCD) process during a top-down program reform at a university in Colombia. DT was implemented in response to the challenge of designing an original curriculum with few resources at hand and very little time. It was found that by integrating DT into LCD, the design process became more collaborative, creative and efficient. It also improved teachers’ experiences both in the design process and when teaching the course. Ultimately, by implementing DT from the initial stages of the design process, future iterations of the course were instilled with the philosophy of DT leading to more consistent curriculum evaluation and development. This paper concludes with a discussion on how this approach could potentially be applied to multiple educational contexts in order to improve curriculum design and other processes. It is also suggested that DT could be an approach used during future language policy reform in Latin America, particularly in the context of social innovation.