Date of Award:

5-2024

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Instructional Technology and Learning Sciences

Committee Chair(s)

David Feldon

Committee

David Feldon

Committee

Andy Walker

Committee

Colby Tofel-Grehl

Committee

Breanne Litts

Committee

Lisa Lundgren

Abstract

In today's educational landscape, design thinking has emerged as a vital skill for the 21st century, becoming ingrained in curricula from kindergarten through post-secondary education. However, despite its widespread integration, there exists a notable absence of quantitative evidence supporting effective instructional approaches for fostering cognitive design skills. Various initiatives have aimed to explore how individuals acquire cognitive design competencies and to catalog instructional methods that facilitate this process. Nevertheless, existing quantitative research on the topic is fragmented across diverse fields and lacks a cohesive synthesis. This study endeavors to fill this gap through a meta-analysis focusing on two primary objectives essential for informing effective design instruction. Firstly, it evaluates the effectiveness of instructional strategies in nurturing design skill development. Secondly, it identifies the foundational knowledge necessary for skill acquisition. By synthesizing available quantitative studies on design thinking learning interventions, this meta-analysis seeks to shed light on the impact of instructional approaches on students' development of design thinking skills. Through this analysis, we aim to provide educators and policymakers with evidence-based insights to enhance design education practices.

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