Applied design thinking - Exploring the experiences of high school students participating in workshops

• Main Authors: Lin, Shun Chen, 林舜晨
• Other Authors: Wu, Jing Jyi
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/3b4q48

碩士 === 國立政治大學 === 科技管理研究所 === 101 === This study aimed to investigate the effectiveness of the local application of a design thinking workshop, which utilizes the Stanford University d.school five-step process: empathize, define, ideate, prototype, test. Participants were 30 local high school students in Yilan. 10 graduate students served as assistant coaches during the workshop. Participants were divided into five teams, each containing six members, and their final team projects included six storyboards displaying imaginative futures forYilan. An expert first gave a 30 minute lecture, titled “Happiness of Yilan: Creative cities and rural communities” to all workshop participants before the formal eight hours workshop was conducted. During the first stage, “empathize,” each team had to interview five Yilan county government officials and five team members of the National Chengchi University research team working on the Yilan creative cities and rural communities development project. They then completed their final products based on the design thinking process, including the define, ideate, prototype, test, and storytelling steps. In this study, three scales were utilized to measure the design thinking workshop process, namely: Activity Process, Transactive Memory System, and Innovation Climate. During the final stage of the workshop, the five teams both produce and present their creative products. These were measured in three ways. First, a six-member professional judging group was assembled by the workshop coaches and their assistants from among the Yilan creative cities and rural communities research team members and notable representatives of the Yilan community. Second, all participants judged the other four teams’ creative products and presentations. In addition, each participant had to do a self-assessment of his or her team’s ultimate creative work. Finally, according to Jobst, Köppen, Lindberg, Moritz, Rhinow, &; Meinel (2012), design thinking can enhance participants’ creative self-efficacy, and therefore this study applied a creative self-efficacy scale to evaluate each participants’ creative self-efficacy after the design thinking workshop. This study also discusses the overall satisfaction of all participants regarding the entire workshop (all scales are Likert-type scales, where 1 is strongly disagree, 2 is disagree, 3 is neutral, 4 is agree, and 5 is strongly agree). The study found the average team activity process score averaged higher than 3.9, and each group’s average score is as follows (from group one to group five): 4.60, 3.90, 4.03, 4.63, and 4.83. Regarding each team’s creative products, the self-assessment scores were above average (3.0). The average score from all 30 participants was 4.30 and the average scores from the first group to the fifth group were: 4.63, 3.87, 3.97, 4.67, and 4.37. The average score of the peer assessment of the final work was 3.93, while the experts’ assessments averaged 3.68. The average peer assessment score of the on-stage presentation performance was 3.90, while the experts’ assessments averaged 3.75. However, rankings were the same whether based on assessments done by peers or experts. Based on the results of rankings from the peer review process and from experts, the fourth group was identified as the highest scoring team and the second group as the lowest, both of which were then used for comparative analysis. Finally, this study used a simple correlation analysis to explore the relationship between participants and the design thinking teams’ perceptions of process, final creative products, personal and creative self-efficacy, and overall satisfaction. A significant positive correlation (r ranging from 0.411 to 0.613) was found between the high school design thinking workshop participants’ perceptions of design thinking activities, transactive memory systems, and innovation climate with self-assessment scores for team creative products, team effectiveness, and creative self-efficacy. However, overall personal satisfaction was not correlated with the other factors. Ultimately, this study demonstrates that a design thinking workshop is a feasible project for high school students, while future imagination is also a possible topic for use in activities related to the design thinking process. Perceptions of the design thinking process, transactive memory systems, innovation climate, final team products, and overall satisfaction were high, while individual creative self-efficacy was ordinary. In addition, teams with higher positive perceptions of the process demonstrated better team creative products and higher personal creative self-efficacy.