Act and Reflect: Integrating Reflection into Design Thinking

Since about a decade ago, design thinking has become a prominent topic in the scientific and business world. In order to keep up with global competition, design thinking has proven to be a valuable concept for assisting companies to innovate their products, services and processes. Therefore, business schools worldwide have introduced design thinking courses with the aim of preparing the future workforce. Scholars debate about the appropriate approach to teach design, with this paper trying to identify how a design thinking course should be arranged to teach non-designers the processes, methods and mindset of design thinking. It deals with the question of which form of knowledge conversion is more effective for bringing non-design students closer to the design thinking mindset. To answer this, it reviews current studies on design thinking in education. In particular, the research refers to Simon’s and Schon’s concepts of science of design and reflection-in-action, along with Nonaka and Takeushi’s SECI model. The research involves an experiment with two similar one-week design thinking courses, each having different teaching approaches. The courses are then compared through analysis of reflection reports by students, semi-structured interviews with them and a survey. This research shows that applying design thinking knowledge to real-life projects should be a core element in design thinking curricula, as it plays a crucial role in successfully imparting design thinking. Further, co-teaching and co-learning modes, where designers and non-designers work together and socialization takes place, is more appropriate for imparting design thinking than instructional teaching and learning modes, where design thinking coaches instruct non-designers to internalize design thinking.

The article examines the conditions and features of the formation of an idea for the development of a modern product, modern technology or a new vector of development of entrepreneurial activity on the platform of design thinking. This category - design thinking should become one of the main areas of business development, startups and creating a comfortable environment not only in business but also in the organization of public programs and decisions, the organization of municipal economy, as well as management at the state level. Any startup begins with the formation of the idea. It should not be just an idea, but the idea that can change the world, change people's lives for the better. A mandatory condition for the development of the country's economic system is the development of the entrepreneurship. During the political reorientation of our country, changes in the economy are taking place primarily through the introduction of new ideas. Based on the existing issues of business organization, entrepreneurship development and especially the creation of startup projects in Ukraine, requires clarification of the peculiarities of the development of startups based on a new approach - design thinking. Requires research and further clarification of the application of design thinking in the work of enterprises, the use of innovative approaches to the organization of both new forms of business and the improvement of existing relationships and business processes. The purpose of the article is to study the conditions and features of the formation of the idea for the development of a modern product, modern technology or a new vector of business development on the platform of design thinking. Of course, these changes require the promotion of more competitive products created using innovative approaches, there is the implementation of a startup. Many methods can be used to understand the real problem and its causes. It is worth to analyze the problem. The analysis of the problem better provides understanding of the problem before starting work with it. Even at the stage of the problem formulation, may arise a lot of questions connecting with people perception, misunderstanding, and vision of its solutions. A fundamentally new approach of solving the problem is the design thinking. The design thinking is a method of creating products and services that are focused on the person. It is the process when researchers try to understand the consumer problems, to make assumptions and to check them, to change the problem statement and try to find alternative strategies and solutions. The design thinking basis is the empathy and the ability to form schematic images in the imagination to further identify patterns and generate ideas with emotional and functional content. Empathy is a broad concept that refers to a person's cognitive and emotional reactions to another's experience. The empathy benefits to build and rebuild relationships. On the other hand, through support we acquire the skills of better regulation of personal emotions, especially using such useful and valuable experiense in stressful circumstances. This determines another property of empathy - it promotes the development of healthier and more meaningful behavior. Implementing business ideas creates additional opportunities for businesses. This process begins with a specific problem - a task for design thinking. This task must be accessible, understandable and feasible. Solving this problem will meet the needs of consumers, solve their problem, and create a new, unique product that is in demand. The development of startups, business organizations, the work of enterprises on this principle will provide significant benefits, and will be more successful and competitive.

Design thinking, recognised as a human-centred approach to problem-solving, has garnered attention as a pedagogical framework across various disciplines, including higher education, for its potential to cultivate innovation, creativity, and problem-solving skills. In chemical engineering education, integrating design thinking methodologies holds promise for enhancing students' problem-solving skills and innovation capabilities. However, despite its potential benefits, its specific application and impact within chemical engineering education have not been extensively explored. Hence, this critical review paper aims to comprehensively analyse the application of design thinking pedagogy in chemical engineering education within higher education settings. This study contributes a systematic review and a case study from DUT, demonstrating the integration of design thinking pedagogy in chemical engineering education. The methodology involved in this review encompassed systematically searching academic databases, selecting relevant studies based on specific criteria, extracting data, synthesising findings, and reporting adapted from Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The overarching question that guided this investigation was: How could the integration of design thinking pedagogy in chemical engineering education enhance student learning outcomes and prepare them for the challenges of the engineering profession? Integrating design thinking pedagogy in chemical engineering education aims to improve student learning outcomes by fostering a holistic approach to problem-solving, emphasising empathy, creativity, and collaboration. By incorporating design thinking principles into the curriculum, educators seek to cultivate a mindset of innovation and critical thinking among students, preparing them to tackle complex engineering challenges in a dynamic and rapidly evolving global context, such as the shift towards ‘green engineering’. Design thinking pedagogy could potentially bridge the gap between theoretical knowledge and practical application of engineering principles, concurrent with developing essential soft skills such as communication, teamwork, and adaptability, which are crucial for success in the engineering profession. Through active learning, interdisciplinary collaboration, and realworld application of engineering principles, design thinking in engineering education could equip students with the skills and mindset to become creative problem solvers, effective communicators, and ethical leaders. It is evident that design thinking offers a promising avenue to concurrently enhance student engagement, develop conceptual learning, critical thinking skills, promote interdisciplinary collaboration, and prepare students for the demands of the chemical engineering profession. The findings highlight the importance of integrating design thinking principles in chemical engineering education to cultivate a culture of innovation, creativity, and adaptability among students. Moving forward, further research is needed to evaluate the effectiveness of design thinking pedagogy in enhancing student learning outcomes and to identify best practices for its implementation in chemical engineering education. Furthermore, researchers are encouraged to conduct empirical studies to assess the impact of design thinking pedagogy on student learning outcomes, engagement, and professional development in chemical engineering education.

In the dynamic and customer-centric business landscape of the 21st century, organizations are increasingly turning to innovative methodologies to drive meaningful and effective solutions to complex problems. This paper explores the integration of LEGO® SERIOUS PLAY® into design thinking sessions as a method for rapid prototyping with a focus on customer-centricity. By combining the principles of design thinking, rapid prototyping, and LEGO® SERIOUS PLAY® methodology, this study aims to investigate how the construction of these scenes, coupled with storytelling and pitch development, can facilitate the exploration of customer pain points and gains to inform solution ideation and iteration. A detailed case study is presented to illustrate the application of this approach, highlighting the process from problem identification to prototype creation and feedback gathering. Through analysis and reflection, this paper identifies key insights into the effectiveness of using LEGO® SERIOUS PLAY® for rapid prototyping within design thinking sessions, as well as challenges and opportunities for future research and practice. Ultimately, this study underscores the potential of prototyping as a valuable tool for fostering creativity, collaboration, and customer-centric innovation in organizations seeking to drive positive change and deliver impactful solutions. We are exploring how using this approach can help organizations unlock the full potential of their teams, drive breakthrough innovation and create lasting impact in an ever-changing world. OBJECTIVES: Exploration of LEGO® SERIOUS PLAY® within the design thinking process for rapid prototyping in the context of envisioning the future of cities. Specifically, the paper aims to demonstrate how these methodologies can foster creativity, collaboration, and customer-centric innovation, particularly in uncertain and complex environments as categorized by the Stacey Matrix. METHODS: This study employs a series of 20 design thinking sessions using LEGO® Serious Play to engage diverse stakeholders in imagining the city of 2030. The methods include defining the initial problem statement, conducting empathy exercises to understand user needs and utilizing LEGO® SERIOUS PLAY® for constructing scenes that highlight customer pain points and gains. Developing and presenting pitches and stories based on these LEGO® models and reframing and recreating prototypes based on cross-pollination of ideas. RESULTS: Participants quickly generated rapid prototypes that visually and tangibly represented their ideas. Several specific problems were identified, each accompanied by customer-centric solutions. The use of LEGO® SERIOUS PLAY® facilitated deeper engagement, creativity, and collaboration among participants. Storytelling and pitching helped effectively communicate the envisioned future scenarios and solutions. Feedback from stakeholders provided valuable insights that guided iterative refinement of the prototypes. CONCLUSION: Design thinking, when combined with LEGO® SERIOUS PLAY®, proves to be an effective methodology for rapid prototyping and innovation in complex and uncertain environments. The approach encourages a customer-centric mindset, ensuring that solutions are relevant and impactful. The iterative process of prototyping and feedback leads to continuous improvement and refinement of ideas. LEGO® SERIOUS PLAY® enhances creativity and collaboration, making it a valuable tool in the design thinking toolkit. This integrated methodology can help organizations navigate and transform ambiguity into actionable opportunities for innovation, particularly in the context of future urban planning and development.

Design thinking with constructivist learning increases the learning motivation and wicked problem-solving capability—An empirical research in Taiwan

This thesis explores pedagogic practice in Interaction Design through the development and evaluation of a pedagogic methodology for Interaction Design students, specifically the teaching of problem reframing in design. It describes the process of designing an environment that simulated the experience of problem reframing through ‘design thinking’, and the findings from that exploration. Peter Rowe described ‘design thinking’ as a way of seeing and understanding the world while bringing about change, to describe the creative process at work in design (1987). For designers, the specific ability to solve design problems is important. When design problems involve ‘problem reframing’, then the ability to reframe that situation is an essential element of design ability, of design thinking (Dorst 2015). With the application of what design studies call the ‘divergent’ and ‘convergent’ thinking processes, this resolving of design problems can be accomplished (Guilford 1967; Lawson 2006). This thesis explores from a Constructivist/Constructionist perspective, where understanding is not transmitted to the individual, but is constructed by the individual (Piaget 2013), and where this mental construction of knowledge is accelerated by building physical objects (Papert and Harel 1991). This research also explores experiential learning and the issues that surround ‘tacit knowledge’, knowledge that is difficult to transfer by words or writing and can only be acquired through practical experience in context (Polanyi 1966). For a design student to experience solving design puzzles in a simulated environment, the solution-space of ‘insight puzzles’ was chosen. Insight puzzles have equivalence with design problems, as both need problem reframing to resolve them (Weisberg 2015). The design of the pedagogic exploration was informed by a theoretical framework, based on Self-determined Learning, a macro‐theory of human motivation that focuses on self‐ determined behaviour and the social conditions that promote it, and general Pedagogic Engagement theory. The ultimate objective of Interaction Design pedagogy is to prepare design students for their professional ‘design practice’. Therefore, this thesis is a ‘design study’ (Fallman 2008), aiming to describe and understand rather than create and change, with the overall goal to contribute to an accumulated body of knowledge within the discipline of Interaction Design pedagogy.

The rapid development of science, technology, and digital multimedia has made adjustments in all areas of design. Its ramifications and forms are deeply influenced by digital media, making new demands on teaching. A renewed society regulates new modes of teaching to produce applicants capable of adapting to the development of modern society and responding to the needs of the market. The article aims to present the impact of the development of modern digital media technologies on the teaching of modern fashion design at Kyiv National University of Culture and Art and to analyze the methodological problems of design thinking. The novelty of the work is the consideration of a new mode of teaching that is suitable for digital media art design from the perspective of design thinking methodology. The result of the work is the connection between the modes of design and the development of creative projects in the perspective of the model of homogeneous synthesis of the use of design thinking methodology and digitalization. The feasibility of the methodology synthesis is revealed in the results of the experiment, which involved 30 students from three faculties of Kyiv National University of Culture and Art. The groups took a combined bachelor's and master's degree course in design engineering, aimed at developing the best final project. Students combined this course with incorporating a design thinking approach. The best project was demonstrated by the group that focused the most on the use of design thinking and creativity and was guided in the design development by one of the basic components of design thinking, empathy. Taking the perspective of incorporating design thinking into the learning process can identify the next steps that can assess a future professional's life trajectory as well as address topics such as recognition, memory, and future development perspectives.

Purpose Design thinking (DT) has emerged in a variety of educational contexts within entrepreneurship and debate continues on the value of integrating DT into entrepreneurship education (EE). Although DT is increasingly recommended for EE practice (Baciagalupo et al., 2020), there are scarce insights into how entrepreneurship educators apply and/or integrate DT into their practice. This study uses a constructivist paradigm of education to answer questions about the educational practice when integrating DT, with a view to understanding the schema that educators construct when encouraging learners to construct their own knowledge. Design/methodology/approach This study follows a qualitative, interpretive approach, drawing upon semi-structured interviews from 29 entrepreneurship educators from higher education in the UK and Europe. Thus, this study puts focus on the quality of the DT integration in EE – from an educator’s perspective. Findings There exists a difference between the scholarly proposed integration of DT and the enacted practice within the classroom. Analysis identified four forms (selective, idea-centric, procedural and holistic) of DT integration in the context of EE, as well as insights into the practical barriers and motivations for utilizing DT. In particular, this study has identified an opportunity for appropriate training of the educators to extend their awareness of the principles of DT. Originality/value This research has identified four novel and distinct ways in which DT can be integrated with(in) EE. This allows educators to be more reflexive about why and how they utilize DT in their classrooms, addressing an apparent lack of this understanding in contemporary practice.

Context: Agile practices as well as UX methods are nowadays well-known and often adopted to develop complex software and products more efficiently and effectively. However, in the so called VUCA environment, which many companies are confronted with, the sole use of UX research is not sufficient to find the best solutions for customers. The implementation of Design Thinking can support this process. But many companies and their product owners don’t know how much resources they should spend for conducting Design Thinking. Objective: This paper aims at suggesting a supportive tool, the “Discovery Effort Worthiness (DEW) Index”, for product owners and agile teams to determine a suitable amount of effort that should be spent for Design Thinking activities. Method: A case study was conducted for the development of the DEW index. Design Thinking was introduced into the regular development cycle of an industry Scrum team. With the support of UX and Design Thinking experts, a formula was developed to determine the appropriate effort for Design Thinking. Results: The developed “Discovery Effort Worthiness Index” provides an easy-to-use tool for companies and their product owners to determine how much effort they should spend on Design Thinking methods to discover and validate requirements. A company can map the corresponding Design Thinking methods to the results of the DEW Index calculation, and product owners can select the appropriate measures from this mapping. Therefore, they can optimize the effort spent for discovery and validation.

Purpose Creativity as an outcome of our thoughts and actions is a controversial concept that has been discussed by many disciplines in different ways. In the light of cognitive research on creativity, this study aims to deal with the components of the idea generation process specific to interior design education. Based on the study conducted in the interior design studio, this paper introduces the infographic model of design thinking. the main purpose of the model is to summarize how design students initiate the design process, create their own design ideas, and also how they lead design thinking for a spatial solution. Design/Methodology/Approach The cross-disciplinary research paper within the context of the psychological studies on creative cognition consists of a detailed analysis of the design process in the design studio. A case study was conducted in the second-year undergraduate interior design studio at Hacettepe University in order to observe the students’ experiences during one semester. In the wake of this qualitative research, the data obtained from 15 design students selected have been analyzed gradually and a design thinking model has been generated with the findings. Findings In addition to the interpretation of the creativity models from the literature, initial analyses showed that design thinking can be explained in three main stages as preparation, conceptualization, and spatialization that underlie the internal and external process of design thinking in the design studio. With subsequent analyses, these stages have been divided into different strategical layers according to students’ experiences. As a result, the infographic model of the design thinking process is structured based on the evaluations of these components and the design approaches identified. Research Limitations/Implications The data acquired from the case study undertaken by the author were compared so as to identify the similarities and diversities of these processes. More research on different stages of the design process can shed more light on design thinking. In addition to this, qualitative data are based on a small group of students to get detailed information about the process. The proposed model can be adapted for different studies in the context of the design studio with more participants. Practical/Social Implications The proposed model in the research is intended to be used as a content map that shows the alternative ways of thinking in design ideation, and also an analysis method of the design process for future studies. In other words, the paper shows the two-way implications of the design thinking model on design education. One of which is a guide for practical use for design students and the other is an analytical tool for studio instructors or researchers. Originality/Value This study brings to focus on conceptualization and spatialization for creative idea generation in design studio education. On the basis of drawn from creativity models, the paper introduces a new process model that provides an original interpretation of existing models in design. The proposed model differs from previous cognitive studies, as it expands the ideation process with both internal and external operations.

Design thinking is essential to the success of a design process as it helps achieve the design goal by guiding design decision-making. Therefore, fundamentally understanding design thinking is vital for improving design methods, tools and theories. However, interpreting design thinking is challenging because it is a cognitive process that is hidden and intangible. In this paper, we represent design thinking as an intermediate layer between human designers’ thought processes and their design behaviors. To do so, this paper first identifies five design behaviors based on the current design theories. These behaviors include design action preference, one-step sequential behavior, contextual behavior, long-term sequential behavior, and reflective thinking behavior. Next, we develop computational methods to characterize each of the design behaviors. Particularly, we use design action distribution, first-order Markov chain, Doc2Vec, bi-directional LSTM autoencoder, and time gap distribution to characterize the five design behaviors. The characterization of the design behaviors through embedding techniques is essentially a latent representation of the design thinking, and we refer to it as design embeddings. After obtaining the embedding, an X-mean clustering algorithm is adopted to each of the embeddings to cluster designers. The approach is applied to data collected from a high school solar system design challenge. The clustering results show that designers follow several design patterns according to the corresponding behavior, which corroborates the effectiveness of using design embedding for design behavior clustering. The extraction of design embedding based on the proposed approach can be useful in other design research, such as inferring design decisions, predicting design performance, and identifying design actions identification.

Due to the significant effect the COVID-19 epidemic had on employment and education within the tourism and hospitality sectors (Cameron et al., 2022; Carr, 2020; Fletcher et al., 2022) the purpose of this research project was to identify whether a different approach to vocational learning could better equip learners with the skills necessary to be work-ready. This research aimed to explore the application of a design thinking methodology to the development of a work-based learning programme for hospitality and tourism that serves the needs of industry and learners. The following fundamentals formed the basis of the research. • Explore the insights that can be gained by applying Design Thinking theory as a critical lens to evaluate teaching and learning initiatives in Tourism and Hospitality • Independently apply knowledge and implement this into the development of work-based learning pedagogic approach in tourism and hospitality education. • Evaluate the use of Design Thinking as a tool for pedagogic development through rigorous intellectual analysis, reflective practice, criticism and problem-solving. Initially, the methodology was Design Thinking incorporated into a work-based learning environment. However, the structure of the project had to be modified as a result of my transition to another role outside of Toi Ohomai Institute of Technology. As this was a major pivot, I realised that by creating a reflective case study, I could discover how Design Thinking might feature in the study. Therefore, Design Thinking was used to explore the insights of how Design Thinking could be applied to a living event in an educational setting. The key insights were that a Design Thinking approach to hospitality and tourism education enables learners to grow holistically because the skills are not technical rather 21st Century skills whereby the learners develop both soft and core skills. Additionally, there was evidence of increased levels of student confidence, motivation, whanaungatanga and interdisciplinary collaboration. However, there were challenges and the following recommendations were made. Design Thinking can be messy and for Design Thinking pedagogy to be implemented into a curriculum there needs to be collaboration across a variety of sectors and you need tutorial staff with agile ability to cope with different needs. Moving away from a prescribed delivery dictates the need to develop a toolbox of resources and as traditional education is highly structured and prescribed compared with Design Thinking which responds to ‘just in time’ teaching there-needs to be flexibility without time constraints. Through my experience as a practitioner, I have gained invaluable insights from completing my Master of Professional Practice. A key outcome from my research project is the ability to view and formulate innovative pedagogic concepts by approaching it through a Design Thinking perspective. My development has spanned the kaiako role I held within Toi Ohomai Institute of Technology, to the role as Ringa Whanake (Qualifications Development Facilitator) and a researcher. My new learning was a lived experience, unfolding and empowering changes to my practice.

The current technologies have created a shift from Computer Aided Design to Computational Design in architecture. Computational design allows inquiries into what can be implicit knowledge in traditional design thinking, enables the definition of the mechanisms of design process and formulations of design knowledge and representation, and defines generative and evaluative knowledge. The purpose of this study is to discuss how Cellular Automata can be utilized in design studios to develop computational design thinking, through the examination of Frazer’s and Herr's studio works. After finding matching concepts and comparisons of Cellular Automata methods used in two design studios, the concept of ‘computation’ in Cellular Automaton studies and contributions of using this generative method in design studio will be discussed. In other words, this study will examine the content of Computational Design Thinking through Cellular Automata applications and their contributions to design education. As a result, since Cellular Automata methods are exploratory processes. They enhance seeing, reaching the whole from the parts, noticing the relationships and patterns between the parts and re-inventing them during and after the generative process. For these reasons, Cellular Automata have an important role in the development of computational design thinking in design studios with different concepts and setups.

Design thinking is a process based on a set of tools that encourage innovation and is advocated to be used to solve abstract and complex problems (Brown, 2019). It is a human-centered approach to innovation, the concept is based on understanding customer’s needs (IDEO, 2022). This interactive, creative, experimental, collaborative, and explorative can play very important role in designing assistive technologies. In this article, we present case study research where design thinking methodology is used to develop accessible technology- Morphic auto personalization. Morphic is a tool that helps to discover features in computers that make them easier to use, allows anyone to make frequently used features and functions easily available and allows accessibility settings to follow users to other computers (Morphic, 2022). Through this case study, we identify how the use of design thinking methodology supports the development IT accessible technology. This work implemented a protocol of guidelines developed by a group of experts in disability research, information technologies, design, and management. The team conducted 5 phases of design thinking: 1. Empathize—research users’ needs, 2. Define—state users' needs and the problems, 3. Ideate—challenge assumptions and create ideas, 4. Prototype—start to create solutions, 5. Test—try solutions (Kelley, Kelley, 2013).Design thinking approach helped to develop a holistic understanding of the problems that users deal with when they use computers. Thanks to this project research participants were provided a grounded basis on assistive technologies built into the computers. The research revealed knowledge gap that the development of assistive technology should enhance the voice of participants and consider their ideas, desires and needs. Design thinking approach can develop a holistic understanding of the problems that users deal with when they use computers. Thanks to this project research participants were provided a grounded basis on assistive technologies built into the computers.

Developing student innovation competencies through STEM education is an essential component of the National STEM Action Plan 2017 - 2025, in line with UNESCO's 2030 agenda to promote quality and innovation in STEM education. This study explores the perspectives of chemistry expert teachers to analyze the need to develop innovation competencies through design thinking practices among high school chemistry students. The study employs a design and developmental research strategy, emphasizing the needs analysis method during the initial phase. The study gathered data through semi-structured interviews and employed thematic analysis to examine the findings. The study's findings indicate a strong consensus among experts regarding the importance of developing competencies, particularly problem-solving, goal-oriented thinking, thinking system competencies, group work competencies, and networking competencies, through a design thinking approach. Furthermore, the study identifies a need for more application of teaching approaches based on design thinking in chemistry classes despite the acknowledged potential of this approach. The results emphasize the necessity of creating and applying a Design Thinking Chemistry Module to fill this void and equip teachers with the essential resources and expert guidance to incorporate design thinking into their chemistry lessons successfully.