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A meta-analysis of the effects of design thinking on student learning

Author

Listed:
  • Qing Yu

    (Fudan University)

  • Kun Yu

    (Fudan University)

  • Rongri Lin

    (Fudan University)

Abstract

Design thinking (DT) is becoming an innovative and popular teaching method. Recently, DT has been used as an unconventional method to develop skills of problem-solving, creativity, and innovation. However, its effects on student learning are unclear. This research aimed to examine the DT’s effects on student learning. The meta-analytic result based on 25 articles showed that DT positively affected student learning (r = 0.436, p =3 months); (4) for secondary school and university students; (5) on student learning engagement, motivation, problem-solving skills, and academic achievement; (6) with the model of Observe, Synthesize, Ideate, and Prototype, and Empathize, Define, Ideate, Prototype, Test; (7) when team size is

Suggested Citation

  • Qing Yu & Kun Yu & Rongri Lin, 2024. "A meta-analysis of the effects of design thinking on student learning," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-12, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03237-5
    DOI: 10.1057/s41599-024-03237-5
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    3. Jui-Che Tu & Li-Xia Liu & Kuan-Yi Wu, 2018. "Study on the Learning Effectiveness of Stanford Design Thinking in Integrated Design Education," Sustainability, MDPI, vol. 10(8), pages 1-21, July.
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