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Two organizations that focus on tech-based health innovation have partnered to improve the mental health of young adults. In this "tech for good" project, Hopelab and Grit Digital Health worked together to create an app using human-centered product design. With the core needs of users at the forefront, the team developed an app both with and for college students to combat loneliness, a prevalent issue that can lead to other problems such as depression, anxiety, and even dropping out of college. The team also applied systems thinking to address the root causes of this "wicked problem," resulting in their Nod app, which has improved outcomes for college students. This article is based on the author's award-winning case study. [ABSTRACT FROM AUTHOR]

Organizations dominate our lives, yet how well do we really understand them, and their differences? To get past the one-size-fits-all notion of organization design, this article presents four forms of organizations—the personal enterprise, the programmed machine, the professional assembly, and the project pioneer—each with its own way of managing and crafting strategy. Many organizations come remarkably close to one of these forms, while others can be understood as hybrids of them. Nevertheless, since organizations are made up of people, every one of us different, every single organization structure must be customized through a process of design doing. [ABSTRACT FROM AUTHOR]

Executive students come to class with cognitive schemas that reflect their domain expertise. When these schemas are entrenched, they can impede creative idea generation, multi perspectival problem-solving, and adaptation to organizational change. With its emphasis on surfacing schemas, design thinking (DT) within executive education represents a potentially powerful way to address the apparent trade-off between expertise and flexibility. We studied three DT executive education courses to answer how, if at all, executive students' schemas change during DT education. Drawing on constructivist learning theory, including the learning modes of assimilation, tuning, and restructuring, we found that tuning in particular fostered flexibility in expertise. Our study contributes to the DT literature, executive education, and the expertise versus flexibility debate, and provides advice on how management educators might revise how they teach DT and similar topics. [ABSTRACT FROM AUTHOR]

The overarching goal of the third scientific oral health symposium was to introduce the concept of a learning health system to the dental community and to identify and discuss cutting-edge research and strategies using data for improving the quality of dental care and patient safety. Conference participants included clinically active dentists, dental researchers, quality improvement experts, informaticians, insurers, EHR vendors/developers, and members of dental professional organizations and dental service organizations. This report summarizes the main outputs of the third annual OpenWide conference held in Houston, Texas, on October 12, 2022, as an affiliated meeting of the American Dental Association (ADA) 2022 annual conference.

Empathy, an unsung, yet critical element of learning, can be strategically interlaced with literacy instruction and engineering design to create a rich and authentic learning experience for students. Integrated STEM education rests on the promise of engaging students and providing deep understandings through the intentional practice of delivering science and math content through the application of technology and engineering skills. Using children's literature to activate empathy and design thinking can help students become better problem‐solvers, critical thinkers, and caring members of society. Empathy facilitates a deeper connection to the human experience, ensuring that solutions not only meet the design requirements, but also address the emotions and concerns of the end user. Building upon story grammar, students can understand the needs of characters in narratives and create empathetic solutions to the challenges that characters in a book may face, ultimately helping students develop confidence and embrace their future possibilities. [ABSTRACT FROM AUTHOR]

Design thinking is a way to create solid designs that responds to design problems and solve it in a creative and suitable way. However, it is not widely recognized in architectural education pedagogy in Egypt for undergraduate. Despite being very efficient in several business avenues but not in architectural pedagogy. So, this paper aims to spot the light on design thinking and the possibility of its usage in design process to help students have a successful architectural project that solves the design problems and face the site challenges through the use of visualization design thinking tool. Where students face a challenge in translating the verbal language of their collected data in the research phase to the architectural language in the schematic phase. There is a recognized gap between the research students perform in the beginning of design project and the schematic designs that students deliver. The study proposes the possibility of using visualization as a tool for design thinking to have a sufficient and successful schematic design phase. The study will explain how students could apply design thinking in architectural design to benefit from their research phase in their schematic design. Moreover, come up with solutions and variable ideas using the tools of deign thinking as a way for helping in delivering design problem solution and have a more effective schematic design. At the end of the research paper the study concludes how the students can use visualization tool to translate the verbal language to architectural language and the possibility for using design thinking. That to help students realize the importance of analysis phase in synthesis. The research follows descriptive method and quantitative analysis where first the descriptive method is used in illustrating design process and design thinking. Then the quantitative analysis in the experiment is done followed by a survey to prove research problem and help in proposing the solution. [ABSTRACT FROM AUTHOR]

There has been much previous research into online group learning, but they have not been aware of or focused on the challenges that design disciplines encounter in terms of interaction when moving to online delivery. This qualitative study comprised 3 participatory design workshops and 22 one-to-one interviews that included a total of 34 teachers and students from the School of Design at the University of Leeds. Participants reported the challenges and feelings they encountered in online group learning during the COVID-19 pandemic. The study found that the interactive experience of group learning is mainly influenced by the size of the group, the layout of the platform interface, the teacher's management style and the conflict within the group, with more far-reaching discussions providing specific questions and subtle suggestions. The article's findings can inform future strategies for online group learning for students and teachers of design disciplines in design higher education institutions. [ABSTRACT FROM AUTHOR]

Design thinking dispositions are essential for students to understand why design thinking knowledge should be applied to perform specific tasks. However, few studies are focused on teaching design thinking dispositions. This study proposes a conceptual model that supports teaching design thinking dispositions to address this gap. The model was instantiated in an undergraduate course. Students' reflections about the course were collected to evaluate the model. The use of the model is also demonstrated by considering different teaching scenarios. This study contributes to better teaching and learning design thinking dispositions based on a unique model that helps educators organize their design thinking courses. The study also derives some implications for educators. While teaching design thinking knowledge and skills is essential, developing students' design thinking dispositions is equally essential. [ABSTRACT FROM AUTHOR]

Drawing on the story of Aginic and its educational analytics platform edPortal, this teaching case study examines how applying agile methods and design thinking to analytics has helped unlock significant value for Aginic, its clients and the education sector overall. It describes key factors driving the successful integration of agile values and design approaches, allowing students to gain a deep understanding on how such integration can facilitate the development of innovative data analytics products. [ABSTRACT FROM AUTHOR]

A better understanding of the implementation of design thinking (DT) as a means to increase the assimilation of its practices is an important concern for R&D and innovation managers because more frequent use of DT practices raises organizational innovative capabilities. Introducing DT practices in workshops is a common, but also challenging approach to learning DT. Participants often have little to no prior encounters with the tools, techniques and principles used to practice DT and often mistrust or misinterpret the DT concept after a bad experience during the first exposure. For that reason, a suboptimal experience in introductory workshops can prevent or reduce the assimilation of DT practices. This study investigates how participant experience during first exposure as a vital precursor to the assimilation of DT practices can be improved via the organization of introductory workshops. We examine flow as the core experience measure in a quantitative‐inductive, quasi‐experimental study of two 3‐day DT workshops and compare periods with step‐by‐step acquisition of DT practices under guidance, periods of flexible, independent application of DT practices and periods of recovery. Our research employs a segmented time series analysis on more than 1100 real‐time observations collected with the experience sampling method (ESM). This study contributes to the scarce empirical research on improving the implementation of DT practices by indicating that a positive initial experience depends on workshop length, the logic of guided periods, the combination of guided and unguided periods, timing and type of recovery, as well as on team formation. Our results lead to five organizing principles, which can be used as testable propositions for future research, as well as in the planning and execution of (introductory) DT workshops. [ABSTRACT FROM AUTHOR]

This study introduces a multi-smart agent-based training environment aimed at enhancing the production of 3D graphics and fostering design-thinking skills among primary-stage computer teachers. This environment offers a collaborative and interactive learning experience using intelligent agents represented as animated characters. The research evaluates the effectiveness of this innovative training approach through experimental groups, demonstrating significant improvements in the cognitive and psychomotor domains of 3D graphics production skills and in developing design thinking. The results underscore the potential of smart agent technology in educational settings, offering a dynamic platform for teacher professional development by integrating modern technological tools and creative problem-solving methodologies. This study pioneers using multi-smart agent environments in primary education, providing a novel framework that significantly enhances educators' skills and prepares them for future technological advancements in teaching. [ABSTRACT FROM AUTHOR]

Background: Stakeholder engagement plays a vital role in driving advancements in product development. This imperative now extends to the healthcare domain, driven by the scarcity of healthcare professionals and the pressing demand for effective solutions. Through the application of design thinking and co-design methodologies, this study endeavours to promote comprehensive stakeholder involvement, creating streamlined processes and adaptable templates geared towards fostering innovative solutions for tele-emergency medicine. Methods: In this study design thinking and co-design methods are developed, adapted, and tested, to create effective tools and demonstrate their application. This is part of a process involving stakeholders and lead users to develop a telemedicine solution for emergency medical services. This research is descriptive in kind, offering a transparent and holistic portrayal of the co-design process. The rural region of Burgenland in Austria was chosen for this study, with the challenges of its weak infrastructure offering valuable insights. The tools were tested in co-design workshops, with the participants continuously observed by the research team. Results: Seventeen healthcare professionals, emergency medical technicians and academics participated in a co-design process to develop a telemedicine solution for emergency medical services. The results section presents practical co-creative healthcare innovation tools and templates that have been shown to facilitate the co-design process. Conclusions: The study developed and applied co-design elements for the creation of a prototype concept for telemedicine in emergency medicine and offers valuable insights for similar projects involving diverse stakeholders. It shows that structured co-design activities help all stakeholders to jointly create solutions that meet the overall needs. [ABSTRACT FROM AUTHOR]

Design thinking and virtual reality continue to infiltrate the K-12 landscape, with incredible promise for fostering deeper engagement with content. Design thinking in particular embodies maker education's beliefs in learning through building, but with the added caveat of solving real-world problems with the consideration of others' perspectives. For leveraging the benefits of design thinking, understanding the perspective of the other person can be crucial. In this phenomenological study, thirteen high school students participated in a Design Thinking class which used two different media— one immersive virtual reality video, and one non-immersive traditional documentary— as a means to kickstart the design thinking process. Results showed that the traditional documentary allowed students to brainstorm problems to solve, while a more immersive media evoked stronger feelings in students and prompted more action; both media appear to help gain perspective. This research provides implications on how media immersion influences problem solving with design thinking. [ABSTRACT FROM AUTHOR]

Statistically based experimental designs have been available for over a century. However, many preclinical researchers are completely unaware of these methods, and the success of experiments is usually equated only with ' p < 0.05'. By contrast, a well-thought-out experimental design strategy provides data with evidentiary and scientific value. A value-based strategy requires implementation of statistical design principles coupled with basic project management techniques. This article outlines the three phases of a value-based design strategy: proper framing of the research question, statistically based operationalisation through careful selection and structuring of appropriate inputs, and incorporation of methods that minimise bias and process variation. Appropriate study design increases study validity and the evidentiary strength of the results, reduces animal numbers, and reduces waste from noninformative experiments. Statistically based experimental design is thus a key component of the 'Reduction' pillar of the 3R (Replacement, Reduction, Refinement) principles for ethical animal research. [ABSTRACT FROM AUTHOR]

This document is an introduction to the articles featured in the latest issue of Design Issues. The articles explore various topics related to design, including the intersection of place and game design, the relationships between ethnography and design, the role of design in addressing social challenges, the separation of appropriate and inappropriate in modern design, and the use of metaphor analysis in design research. The document also includes reviews of books on graphic design and decolonizing design. Additionally, there is information about recent editions of Design Issues and changes to the editorship. [Extracted from the article]

Fostering students’ problem-solving abilities and design thinking has been recognized as a crucial educational objective. In the conventional collaborative project-based learning approach, co-regulative learning (CRL) has been adopted to guide learners to plan and monitor the progress of their projects. However, without providing adequate supports or feedback to individual teams, the innovation and design quality of the project outcomes could be disappointing. In this study, a generative AI (artificial intelligence)-based co-regulative learning (GAI-CRL) approach is proposed to address this issue. Moreover, an experiment was conducted in a digital game development (DGD) to assess this approach. A total of 46 university students from two classes were recruited in this study. The experimental group adopted the GAI-CRL approach, while the control group adopted the conventional CRL (C-CRL) approach. The results showed that the GAI-CRL approach significantly enhanced students’ project design performance, learning motivation, self-efficacy, and creative thinking compared to the C-CRL approach. This study serves as a reference not only for implementing DGD projects but also for applying CRL to other educational domains. [ABSTRACT FROM AUTHOR]

Background: As the prevalence of eating disorders continues to increase, there is an urgent need to equip the emerging dietetics workforce to provide care to this growing population. The present study aimed to describe a five‐step design thinking process that was applied to brainstorm ideas and develop and test solutions for consideration in the future. Methods: A pragmatic, five‐step design thinking approach was used during a 1‐day, in‐person design thinking retreat. Purposive sampling was used to identify key stakeholders, including subject matter, learning and teaching, as well as lived experience experts, dietetics students and recent graduates. Reflexive thematic analysis was used to analyse brainstormed and design solution ideas. Results: Seventeen participants attended the design thinking retreat in April 2023. Four education prototypes were developed and tested by stakeholders including: (1) a change to accreditation requirements for dietetics curricula; (2) a multimodal learning package for penultimate year students; (3) embedding disordered eating and eating disorder content into existing curriculum and upskilling educators; and (4) codesigning an eating disorder module. Conclusions: The design thinking retreat engaged a variety of stakeholders in curriculum design resulting in an array of prototype approaches that aimed to embed eating disorder content into university curricula. Further research is needed to test the prototypes and understand what impact this has on dietetics students' feelings of preparedness to provide care to people seeking this support. Highlights: A design thinking retreat engaged a diverse range of stakeholders, involving them in the research process to integrate eating disorder content within dietetics curricula.The prototypes focused on collaborating with professional bodies and people with lived experience to design and deliver eating disorder content early within the degree, and upskilling educators to feel confident to deliver this content.Including content at university was perceived as important for equipping dietitians with foundational knowledge and skills, as well as to support them to feel comfortable and confident to provide care for people with eating disorders. [ABSTRACT FROM AUTHOR]

Purpose: This study explored the outcomes of a youth empowerment program guided by design thinking on social workers' innovations in youth service. Method: Forty-seven practitioners joined this program with two stages: the capacity-building stage and the implementation stage. A pretest-intermediate test-posttest design survey was used to explore practitioners' changes. Results: Significant differences were found in creative self-efficacy and innovative behavior, with the posttest mean scores of these indicators being higher than those of the pretest. Additionally, the results indicated significant differences in youth-practitioner partnerships and inter-professional learning. The posttest mean score of youth-practitioner partnerships was higher than those of the pretest and intermediate test, while the posttest and intermediate test mean scores of interprofessional learning were higher than that of the pretest. Conclusion: The findings suggest that participants need both opportunities to learn about design thinking through capacity-building and to integrate what they have learned during project implementation. [ABSTRACT FROM AUTHOR]

Design thinking has emerged as a method for teacher professional learning and development (PLD). Research commonly focusses on PLD responses to specific priorities, particularly STEM, rather than broader applications. This scoping review examines how and why design thinking is used in PLD and discusses the implications for using design thinking as a method for context-specific, student-focussed continuous improvement. A total of 22 publications, published in English between 2000 and 2022, were reviewed. The findings highlight the range of design thinking models used in PLD, including the similarities and differences, as well as the reported justifications, benefits, and caveats. Design thinking is positioned as a topic of and a process for PLD, and teachers engage in immersion programmes or practice-related projects as either directed participants or co-designers. Analysis indicates when design thinking is a topic of PLD, teachers commonly engage as directed participants in immersion programmes, whereas when it is a process for PLD, the modes of participation and roles are more diverse. The implications of the identified differences and variations will be useful to researchers and practitioners, and PLD policy and practice. [ABSTRACT FROM AUTHOR]

'Design thinking' necessitates that we challenge our core beliefs to reframe our understanding and generate innovative solutions. The noun 'design' may also connote cunning. Mêtis (mῆτις) is such a form of thought and knowledge. Through wise application of prudence, vigilance and opportunism, it operates in unstable and uncertain environments. While the nature of crime is enduring, its character is transitory. If forensic science is to remain a valuable force-multiplier, it must co-adapt with a policing model that is orienting towards proactivity and disruption. 'Forensic intelligence (FORINT) is intelligence derived from technical and forensic information and expertise', and is the epitome of forensic science agility and a manifestation of mêtis in design. It is transdisciplinary, operating in different phases of the (pre-)investigative workflow, across the tactical-operational-strategic continuum. FORINT may emerge readily from a consultative/integrative forensic organization. Alternatively, its establishment may be a 'Trojan Horse' (consider Odysseus, master of mêtis): in design parlance this refers to an artefact that also is a vehicle for strategic change. Countering polymorphic transnational serious and organized crime requires us to be more multiple, more polyvalent, without compromise of ethics or integrity – leveraging mêtis in designing the future of forensic science through FORINT. [ABSTRACT FROM AUTHOR]

This paper outlines the purposeful adaptation and utilization of the design thinking process in an innovation case involving market segmentation in social network research. Based on a case study, this paper combines the design thinking process with systems approach methods to foster innovation in social network analyses. The paper details the entire process, from the initial stages to the development of a viable solution defined in the final assignment for programmers. The case study emphasizes the effective use of systems thinking tools and demonstrates the value of combining these two approaches to meet the needs of the innovation process. The paper aims to narrate the entire process and highlight critical points in a real-world case study. The focus was on the challenge of creating a market segmentation tool for researchers and marketers in the realm of social network analysis. [ABSTRACT FROM AUTHOR]

Interdisciplinary thinking is essential to understanding and solving real-life problems and requires multiple disciplinary viewpoints. Research into STEM education highlights that it promotes an interdisciplinary learning process integrating science, mathematics, engineering, and mathematics knowledge and skills. However, STEM definitions are varied, and implementation recommendations are scant, resulting in diversity in the development and implementation of the learning process. This study critically analyses the literature to determine the fundamental concepts of STEM education and STEM discipline integration. Our analysis discovers six key components of STEM education, encompassing the integration of discipline, utilization of multiple representations, engagement with realistic and relevant problems, application of the engineering design process, encouragement of active collaboration, and emphasis on student-centered learning approaches. Then, we transform these key components to a practical learning process. The STEM-DTaM (STEM with Design Thinking and Makerspace) learning model consists of seven steps. We then unfold how this proposed learning could facilitate interdisciplinary thinking construction. [ABSTRACT FROM AUTHOR]

Copyright of Online Journal of Art & Design is the property of Online Journal of Art & Design and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study delves into the interplay between design strategies and their efficacy in harmonizing the functional and aesthetic aspects of industrial product design. It scrutinizes modern design tactics, delineating their features and benefits, and aims to forge a cohesive strategy that elevates both aesthetic appeal and functionality in industrial products. By examining literature on industrial design evolution, the merger of performance and aesthetics, and user experience, the research identifies five pivotal design strategies--Design Thinking, Agile Design, Lean Design, Six Sigma, and TRIZ theory--adopted by various industrial businesses. It utilizes qualitative methods to analyze these strategies' frameworks, pinpointing similarities and differences in their approach to design, alongside quantitative research through surveys with expert designers. The findings illuminate the distinct impacts of these strategies on industrial product development, offering insights into their potential to enhance both the utility and visual appeal of products. [ABSTRACT FROM AUTHOR]

Copyright of Online Journal of Art & Design is the property of Online Journal of Art & Design and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This paper aims to present a case study on how the strong relationships with multiple stakeholder groups can benefit educational programs through the curriculum redesign process by using the experience of Marshall University and Intuit. Design/methodology/approach: This paper highlights how Marshall's faculty used Intuit's Design Thinking process to engage with stakeholders to innovate a curriculum that is sustainable and socially responsible and transfers workforce skills and concepts. This case describes how to: involve stakeholders to discover their pain points and desired outcomes, develop prototype curriculums from stakeholders' feedback and test and iterate prototype curriculums on stakeholders until their expectations (e.g. quality, innovation and value) of the curriculum are exceeded. Findings: Faculty applied Design Thinking to engage with stakeholders to infuse contemporary knowledge and skills that positively impact their workforce development and societal goals into the curriculum. This process promoted critical thinking and a "stakeholder-centered" orientation with various groups including AACSB and employers. These curriculum changes ultimately provide greater experiences to students while providing relevant skills of interest to employers and society. Originality/value: Stakeholders are often consulted on educational programs; however, it is unusual for an industry stakeholder to provide their best innovative practices to assist colleges with the transformation of academic curriculums. Moreover, it is unusual for higher education institutions to fully embrace these industry processes and integrate these experiences within their collective culture. Finally, the detailing of this case allows for other colleges to apply these concepts to their curriculums. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates support strategies to enhance basic software education as a liberal arts course at Konkuk University, South Korea, by integrating design thinking and computational thinking to mitigate the cognitive load of programming. Methods: A study with 190 students utilized a learner-centered approach, incorporating design thinking and computational problem-solving, and evaluated its effectiveness through pre-and post-tests and structural equation modeling. Results: The intervention successfully reduced the cognitive load associated with programming tasks and led to positive changes in computational thinking factors. Our analysis also revealed that cognitive load negatively impacted all computational thinking factors and that improvements in computational thinking factors were sustained into subsequent stages of the learning process. Conclusion: The findings suggest that as differences in student learning capabilities become more pronounced, a variety of tailored learning strategies must be employed. Software education should incorporate computational thinking factors such as problem decomposition, abstraction, and algorithmic procedures to lower cognitive load. Additionally, it is crucial to foster immersion in learning by implementing attention, relevance, confidence, and achievement strategies. [ABSTRACT FROM AUTHOR]

Introduction: Untreated hearing loss is reported to negatively impact on an individual's quality of life, affecting their psychological and physical health and placing them at greater risk of developing dementia. Despite this, hearing loss management is often delayed by up to a decade. This is likely due to difficulties in navigating the hearing care pathway, and the absence of a central, unbiased reference point for consumer-friendly hearing health information and resources. We intend to co-design an online support service for adults with hearing loss with the following aims: 1) to understand unmet needs and consumer barriers to accessing hearing health information, 2) to identify solutions to these unmet needs that can be developed into prototype ideas, 3) to incrementally build on iterations of a prototype until a usable online support service is developed and ready for real-life testing with end-users, and 4) to test and evaluate the usability, accessibility, and effectiveness of the prototype from the consumer's perspective, so that the prototype can be refined into the final product. Methods and analysis: This will be a mixed method study. Consumers will be involved in all stages of the design of the project following the Hasso Plattner model of design thinking. The qualitative component will involve sprints and semi-structured interviews to access the consumer perspective and understand unmet needs and challenges regarding the access of online hearing health information. For the quantitative component, an online survey will be administered prior to prototype testing as part of the remote usability study to collect self-efficacy and eHealth literacy outcome measures via validated questionnaires. Data collection will also be performed post-prototype testing for evaluation purposes. Finally, heuristic evaluation of the prototype will be conducted by an eLearning expert to help refine the prototype into the final product. [ABSTRACT FROM AUTHOR]

AbstractIn 21st-century higher education, design thinking (DT) has emerged as a pivotal approach, encouraging students to tackle challenges from diverse perspectives and nurture their creative confidence. Collaboration within DT relies on cultivating team cognition, comprising transactive memory systems (TMS) and shared mental models (SMM), which are essential for enhancing team creative efficacy (TCE) through knowledge integration and coordinated efforts. Nowadays, online whiteboard-based collaborative learning environments (OWCLEs) have reshaped DT collaboration, offering affordances for team co-creation activities. However, there is limited research on how OWCLEs support team cognition, potentially impacting TCE. To address this gap, a theoretical model is proposed and validated. Survey data from 128 college students demonstrated that OWCLE affordances directly influence TCE and indirectly improve it by reinforcing team cognition, with SMM playing a crucial role. TMS fosters SMM within teams, subsequently impacting TCE indirectly. This study highlights the potential of leveraging OWCLEs in DT to enhance students’ creative efficacy. Additionally, the study stresses the significance of integrating multidisciplinary knowledge to foster TMS, build robust SMMs, and improve TCE. [ABSTRACT FROM AUTHOR]

Statistical education at university level faces significant challenges, particularly with the rapid advancements in technology and evolving teaching methods. Updating teaching methodologies for statistics in higher education is essential. Information technologies can greatly enhance the learning of statistical content, but many existing platforms are not well-suited for university contexts, either due to language barriers or how the content is presented (often confusing, with limited explanations or lacking context). It is crucial to have a student-centered platform that addresses these issues, ensuring an effective and efficient learning experience. This study introduces "EstApp", an innovative mobile application prototype designed for teaching and learning descriptive statistics in university courses. The application was developed using the Design Thinking methodology, which emphasizes user experience and focuses on the needs of the end users. The design process involved stages of empathizing, defining, ideating, prototyping, and testing, culminating in validation through user tests with university students and professors. This study concludes that EstApp's functionalities enhance understanding of (1) statistical models through interactive graphs and data visualizers; (2) probability concepts via a probability calculator; and (3) descriptive statistics through real-time data generation and visualizers. [ABSTRACT FROM AUTHOR]

Marine-derived nutrients and bioactive compounds may offer a myriad of biological benefits, such as anticancer and anti-inflammatory properties, and technological potential, enhancing food quality as additives. Their role in the sustainable development of food technology is fundamental, especially in advancing the knowledge of functional foods and related technologies. Algae are considered one of the major sources of marine-derived ingredients and the subject of several recent studies. Despite their potential, the translation of marine ingredients' potential into a marine-based competitiveness of the food industry faces hurdles in the extraction process and operational systems scale-up that the industry needs to tackle. The complexity of marine matrices with diverse compounds and solubilities adds complexity to extraction processes and may lead to low yields or bioactivity loss. Contaminants, like heavy metals and pesticide residues in marine organisms, require rigorous purification processes for product safety. The use of biorefinery systems in marine-based ingredients' production, particularly cascade processes, offers zero-waste solutions, contributing to the blue economy and aligning with UN sustainability goals. Sustainability assessment tools are critical for evaluating marine-based food production's environmental, social, and economic impacts. A continued exploration and collaboration are essential for the future, fostering innovation and sustainability to create a resilient, equitable, and eco-friendly food system. [ABSTRACT FROM AUTHOR]

In recent years, the scope of participatory design has broadened to encompass perspectives and approaches beyond the human realm. This expansion requires considering multiple aspects to fully capture ‘more-than-humans’ diversity and concerns. One approach to tackle this multifaceted challenge is by examining it through the lens of time. However, the temporal dynamics of more-than-human entities remain relatively unexplored within participatory design. This paper investigates the potential of visual mapping to aid stakeholders engaged in participatory design processes that incorporate more-than-human perspectives in navigating the complex dimensions of more-than-human time. The findings demonstrate how visual mapping can facilitate thinking beyond linearity, developing awareness of workshop-related temporality, making time concrete, understanding the ‘far lense’ through the ‘near lense’, comprehending time’s relationality, unfolding time and considering multiple timespans simultaneously. Based on these findings, the paper suggests that visual mapping can help understand more-than-human temporalities in participatory design by thinking through them as a reflective practice. [ABSTRACT FROM AUTHOR]

This paper explores the animating ethos of digital unemployment services. Unlike human‐to‐human services, where the intention of policy is normally mediated by professionals, digital services are fully designed in the policy imagination. As a result, it is a pressing issue to understand the ethos that animates their development. To address this, we report on design thinking focus groups undertaken to support the development of a disruptive digital unemployment service that sought the views and responses of three different groups—senior policymakers, caseworkers and unemployed people in four European countries. Without prompting, each conversation variously problematised the imputed motivations of unemployed people, suggesting a form of paternalistic motivation that should only risked in‐person. From this, we suggest that the design of digital unemployment services may well be dominated by the axiomatic, uncritical mobilisation of motivation theory. Going further, we offer a brief genealogy of the form of motivation theory that surfaced in the study, highlighting its interesting, shared history in seminal studies on unemployment. As a result, we conclude, that rather than altering welfare, digitisation may reanimate, essentialise and make durable activation in new ways that deepen longstanding processes of “double activation”—activating public employment services as well as the unemployed. [ABSTRACT FROM AUTHOR]

This research aims to develop design thinking skills among students of decorative industrial secondary schools by using educational activities based on SCAMPER applications and to assess their impact on the quality of the decorative art product. To achieve the research objective, a list of design thinking skills and educational activities based on SCAMPER applications was designed. In light of this, the researcher employed the experimental method and a quasi-experimental design with control and experimental groups. The research sample consisted of (60) female students, divided into two groups: a control group of (30) students and an experimental group of (30) students from Sayyida Khadija Decorative Industrial Secondary School for Girls in Cairo. The educational activities based on SCAMPER applications were applied, and to measure their effectiveness, the researcher designed the following measurement tools: (Design Thinking Skills Test, Performance Observation Checklist for Design Thinking Skills, Decorative Art Product Quality Evaluation Checklist). These tools were applied to the research sample both before and after the intervention, with appropriate statistical methods used. Among the most significant findings of the research was the development of design thinking skills among the students of the decorative industrial secondary school, which positively impacted the quality of decorative art products. This was attributed to the effectiveness of the educational activities based on SCAMPER applications in the experimental group compared to the control group. [ABSTRACT FROM AUTHOR]

This article examines how design thinking and artificial intelligence (AI) work together and what it means for the design sector. The goal is to understand how AI technologies may advance the design process, encourage innovation, and produce more individualized and user-centric solutions. This study intends to shed light on the potential of AI as a catalyst for creativity and the ethical implications of AI-driven design by discovering overlapping ideas and methodologies between design thinking and AI. According to the research, AI can significantly influence the design process by eliminating tedious processes, improving user-centricity, and stimulating creativity. AI may support designers' decision-making, prototyping, and ideation processes, resulting in more creative and effective design solutions. Addressing bias in AI algorithms and data privacy is imperative to ensure ethical AI integration. Virtual reality, bio-design, and inclusive design are untapped areas where AI can be used. [ABSTRACT FROM AUTHOR]

Creativity is an important skill in the 21st century, and design thinking has been proposed as a methodology for fostering creativity. Design creativity involves two non-rational aspects: motivation and empathy. However, little is known about how empathy and motivation work in synergy with creativity. This study explored the underlying mechanisms of empathy and motivation in creativity in design thinking. We built an explanatory model to examine the effect of empathy on motivation and creativity and the mediating effects of four aspects of motivation (i.e., attention, relevance, confidence, and satisfaction). In the study, 220 6th-grade students participated in an integrated STEM curriculum that centered on design thinking activities that lasted one semester, and then completed a questionnaire measuring their perceptions of empathy, motivation, and creativity at the end of the design activities. Partial least squares structural equation modelling was used to analyze the collected data. The results showed that empathy positively predicted creativity. In addition, empathy had a significant impact on creativity through the effect of intrinsic motivation, but not through that of extrinsic motivation. Among the four aspects of motivation, attention, relevance, and confidence each strengthened the association between empathy and creativity. However, satisfaction had a negative effect on creativity and a non-significant mediating effect. These findings increase our understanding of the internal mechanisms of design thinking and creativity. Some practical implications of empathy and motivation in creativity are also discussed. [ABSTRACT FROM AUTHOR]

Classroom research has demonstrated the capacity for significantly influencing student learning by engaging students in evaluation of previously submitted work as an intentional priming exercise for learning; we call this experience Learning by Evaluating (LbE). Expanding on current LbE research, we set forth to investigate the impact on student learning by intentionally differing the quality of examples evaluated by the students using adaptive comparative judgement. In this research, university design students (N = 468 students) were randomly assigned to one of three treatment groups; while each group evaluated previously collected student work as an LbE priming activity, the work evaluated by each group differed in quality. Using a three-group experimental design, one group of students only evaluated high quality examples, the second only evaluated low quality examples, and the third group of students evaluated a set of mixed-quality examples of the assignment they were about to work on. Following these LbE priming evaluations, students completed the assigned work and then their projects were evaluated to determine if there was a difference between student performance by treatment condition. Additional qualitative analysis was completed on student LbE rationales to explore similarities and differences in student cognitive judgments based on intervention grouping. No significant difference was found between the groups in terms of achievement, but several differences in group judgement approach were identified and future areas needing investigation were highlighted. [ABSTRACT FROM AUTHOR]

This paper reports a design and implementation of a STEM enrichment programme infused with affective elements designed for Hong Kong students. Specifically, it features a design-thinking approach to develop solutions to a self-selected problem addressing the United Nations Sustainable Development Goals. Around 30 upper primary school (grades 5 to 6) and 20 lower secondary students (grades 7 to 10) enrolled in the study. Considering empathy as a core value of the design-thinking process and aligned with affective dimensions of thinking and learning, we investigate students' design-thinking development and STEM learning processes while highlighting empathy map as a pedagogical tool. We discuss the implications and insights of offering humanistic perspectives on STEM curricular design, especially for K-12 students. Our results showed that students at different age range were able to use empathy maps to devise designs effectively, despite their varying degrees of empathy. Furthermore, we conceptualize empathy maps as a pedagogical tool that creates physical boundaries in design thinking, making students' mental transitions across design stages more explicit. This study contributes to a better understanding of the educational potentials of design-thinking enhanced classrooms, with the results informing theoretical and practical advice on the integration of the empathy map in innovation-oriented projects. [ABSTRACT FROM AUTHOR]

Design thinking is often proposed as an educative strategy to enhance growth mindset, problem solving, and creativity, but there are very few evaluations of the impact of experiential design thinking programs. The primary aim of this study was to investigate whether an online design-thinking workshop provided to outdoor education staff could improve their design-thinking traits. The pilot program was delivered over a 6-week period and comprised four, 2-hour sessions, in which teams worked together to actively engage in the steps of the design thinking process. Significant improvements were observed in participants' growth mindset and design thinking process—specifically, feedback seeking. Furthermore, design thinking was strongly correlated with growth mindset and cognitive flexibility; two constructs previously theorised to be associated with design thinking. This study provides a framework for constructing online design thinking workshops and how to effectively evaluate participant outcomes. [ABSTRACT FROM AUTHOR]

This research aimed to investigate the structural relationships among teachers' computational thinking (CT), design thinking (DT), robotics teaching beliefs, and robotics pedagogical content knowledge (RPCK). A total of 98 in-service and pre-service teachers who participated in a robotics teaching professional development workshop served as the sample of the study. A survey including the Computational Thinking Scale, the Design Thinking Disposition Scale, the Robotics Teaching Beliefs Scale and the Technological Pedagogical Content Knowledge–Robotics Scale was conducted after the workshop. A confirmatory factor analysis was employed to validate the measurement constructs, and Partial Least Squares - Structural Equation Modeling (PLS-SEM) analysis was utilized to examine the relationships among the factors. The results revealed that both CT and DT dispositions could positively predict teachers' robotics teaching beliefs, which subsequently predicted their RPCK. Moreover, a direct positive relationship between CT and RPCK was identified, while such a relationship was not evident for DT. The model demonstrates the critical role of CT in shaping teachers' beliefs and pedagogical strategies of robotics teaching, and provides insights into the indirect influence of DT. Finally, the Model of Robotics Teaching Professional Development (MRTPD) was proposed to profile how to promote teachers' pedagogical content knowledge of robotics teaching from their CT and DT dispositions. [ABSTRACT FROM AUTHOR]