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

Abstract

AbstractDesign 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 < 0.001). Moreover, the learning outcome, treatment duration, grade level, DT model, and region had moderating effects. Additionally, moderator analysis suggested that DT instruction was more effective: (1) when class size is <=30; (2) on multidiscipline; (3) with long-term duration (>=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 <=7; (8) on African and Asian students.