The Learning Experiences of College Students' Participation in Design Thinking Courses: Questionnaire Development and Analysis of Differences in Learning Styles and Gender

Design thinking (DT) has become a popular method for developing learners communication skills and higher-order thinking skills such as problem-solving, critical thinking, and creativity. However, little research has been conducted on college students' learning experiences in DT courses and whether their DT learning experiences differs by learning style and gender. The current study fills this research gap by developing a DT questionnaire (DTQ) to evaluate students' experiences in a DT course and by determining whether their experiences significantly differ because of their learning style and gender. A total of 118 college students participated in the first stage of this study, and 54 participated in the second stage. After item and factor analysis, 25 items belonging to four factors remained in the final questionnaire; the factors are interactive communication (IC), higher-order thinking (HOT), goal evaluation and application (GEA), and integrative learning experience (ILE). This study used the Honey and Mumford Learning Style Questionnaire, which categorizes learners as belonging to four types, namely activists, reflectors, theorists, and pragmatists. The students of the current study were categorized into one of these four categories or were categorized into a fifth category if they had multiple learning styles. The results indicate that the students had positive experiences in the DT course. The students with one distinct learning styles exhibited stronger performance in IC, HOT, ILE, and overall DT than did students with more than one learning style. The female students performed significantly better in IC, GEA, and overall DT than did the male students. DT course instructors can use the DTQ to evaluate students' learning progress and reference the findings of this study to design and guide DT activities and to improve students' experiences with learning DT.

關鍵字

design thinking ； learning effectiveness ； learning style ； gender

並列摘要

設計思考（design thinking, DT）已經成為用來培養學習者的互動交流與涵蓋如解決問題、批判性思考和創造力等高層次思考能力的一種受歡迎方式，越來越多大學教授以設計思考活動融入專業課程。然而，相關研究探討大學生在設計思考課程有何種經驗、或經由DT課程能發展的認知與合作經驗是否因不同學習風格及性別呈現差異，卻相當少。本研究擬彌補這項落差，包含兩個研究階段：一、發展一份設計思考學習經驗問卷；二、瞭解學生的設計思考學習經驗是否因學習風格和性別呈現顯著差異。在六個DT課程實施本研究，老師受過相關課程設計訓練，第一階段118位大學生和第二階段54位大學生參與了本研究。首先依據項目和因素分析結果，發現設計思考學習經驗問卷包含25個題項，涵蓋四個面向：互動合作、高層次思考、目標評估與應用，及整合學習經驗。使用Honey和Mumford的學習風格問卷包含四種學習風格：行動型、思考型、理論型和實用型。單一學習風格代表學生僅呈現四種學習風格的其中一種，混合學習風格代表學生呈現多於一種學習風格。研究結果顯示大學生在DT課程表現出正面的學習經驗；與混合不同學習風格的學生相比，單一學習風格的學生在互動合作、高層次思考、整合學習經驗及整體設計思考有較為良好的DT課程學習經驗；女生在互動合作、目標評估與應用和整體設計思考的學習經驗顯著高於男生。期待設計思考教師能夠使用本研究發展的設計思考學習經驗問卷讓學生自評學習經驗，並在設計和引導設計思考活動和分組方式時參考研究結果，以提升學生的設計思考能力。

並列關鍵字

設計思考；學習成效；學習風格；性別

參考文獻

Huang, Y.-Y., Liu, Z.-F. E., & Lin, C.-H. (2021). Design thinking scaffold and learning situation arrangement for competency-based curriculum in the technology domain of 108 Curriculum Guidelines: A case of Lego EV3 Robot learning activity. Research of Educational Communications and Technology, 126, 21-38. https://doi.org/10.6137/RECT.202108_(126).0002

Albay, E. M., & Eisma, D. V. (2021). Performance task assessment supported by the design thinking process: Results from a true experimental research. Social Sciences & Humanities Open, 3(1), 100116. https://doi.org/10.1016/j.ssaho.2021.100116

Arono, Arsyad, S., Syahriman, Nadrah, & Villia, A. S. (2022). Exploring the effect of digital literacy skill and learning style of students on their meta-cognitive strategies in listening. International Journal of Instruction, 15(1), 527-546. https://doi.org/10.29333/iji.2022.15130a

Balakrishnan, B. (2022). Exploring the impact of design thinking tool among design undergraduates: A study on creative skills and motivation to think creatively. International Journal of Technology and Design Education, 32(3), 1799-1812. https://doi.org/10.1007/s10798-021-09652-y

Barnett, M. D., Maciel, I. V., Johnson, D. M., & Ciepluch, I. (2021). Social anxiety and perceived social support: Gender differences and the mediating role of communication styles. Psychological Reports, 124(1), 70-87. https://doi.org/10.1177/0033294119900975

主題瀏覽