Using Game Design to Increase Teachers' Familiarity with Design Thinking

Autor/inn/en	Bressler, Denise M.; Annetta, Leonard A.
Titel	Using Game Design to Increase Teachers' Familiarity with Design Thinking
Quelle	In: International Journal of Technology and Design Education, 32 (2022) 2, S.1023-1035 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bressler, Denise M.) ORCID (Annetta, Leonard A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-020-09628-4
Schlagwörter	Familiarity; Problem Solving; Creativity; Thinking Skills; Teacher Attitudes; Educational Games; Intervention; Design; Faculty Development + Suchen Sie Ihr Suchwort? Problemlösen; Kreativität; Denkfähigkeit; Lehrerverhalten; Educational game; Lernspiel
Abstract	Society needs creative problem solvers to work towards solutions of complex global issues such as climate change. Design thinking is a way to solve problems creatively. Unfortunately, in-service teachers are largely unfamiliar with design thinking and their students rarely engage in design thinking during class. To familiarize teachers with design thinking, this study provided three teacher cohorts with a game design experience. Utilizing a predefined game design document, participants designed an educational game. To experience a thorough design cycle, teachers worked through two iterations of their design. Using a pre- and post-survey, this exploratory study empirically examined whether teachers gained an understanding of design thinking. Results indicated that the game design experience worked well to improve overall design perceptions; the results showed a consistent, positive trend. Specifically, two of the three cohorts had statistically significant differences (p < 0.05) while the third cohort had a marginally significant difference (p < 0.10) from pre- to post-survey. More importantly, after the intervention, teachers from all three cohorts reported an increase in their familiarity with design thinking. Implications for the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01