Beyond play: A mixed methods exploration of a gamified design thinking intervention on design thinking mindset and creative self-efficacy
Article / Journal
Author(s) / editor(s):
Chenguang Du & Shen Qiao
Year: 2026
Language(s): English
Abstract:
This study investigates whether a gamified, scenario-driven design thinking (DT) intervention can strengthen university students’ design thinking mindsets (DTM) and creative self-efficacy (CSE). In a mixed-methods study at a Hong Kong university, students’ post-intervention questionnaire scores were significantly higher for both DTM and CSE. Interviews suggested that students became more comfortable with ambiguity, more attentive to users’ perspectives, and more open to opportunities and feedback. Collaboration, prototyping, and inspirational support also helped build creative confidence. The findings offer exploratory insight into the relationship between DTM and CSE and show how scenario-based activities and gamification can support engagement in technology-enhanced DT education.
https://doi.org/10.1007/s10639-026-14169-9
Post created by: Virginia Signorini