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2021 | OriginalPaper | Buchkapitel

To Explore the Influence of Single-Disciplinary Team and Cross-Disciplinary Team on Students in Design Thinking Education

verfasst von : Xiao Ma, Hsien-Hui Tang

Erschienen in: Learning and Collaboration Technologies: New Challenges and Learning Experiences

Verlag: Springer International Publishing

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Abstract

Design thinking is regarded as an effective way of innovation and has a very broad prospect in the educational environment. At present, there are few studies on the influence of design thinking. This study takes the students participating in the design thinking course offered by the National Taiwan University of Science and Technology as the research object, uses the method of a questionnaire survey to explore the influence of single-disciplinary team and cross-disciplinary team on students, and discusses the characteristics and problems of different teams in design thinking education in the environment of higher education. The results show that: 1) after designing the thinking course, the students who participate in the single-disciplinary team and the students in the cross-disciplinary team have similar positive comments on the curriculum plan and its impact, 2) In terms of teamwork, we find that the two types of teams have their own characteristics, and there are also some constraints. This study is expected to supplement the research on the influence of design thinking and provide a reference for the development of design thinking education in the future.

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Vorheriges Kapitel Nudge for Note Taking Assist System: A Learning Strategy Feedback System Among Learners Through Their Tablet
Nächstes Kapitel Effect of Presenting Co-occurrence Networks that Reflect the Activeness of Face-to-Face Discussions
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Metadaten
Titel
To Explore the Influence of Single-Disciplinary Team and Cross-Disciplinary Team on Students in Design Thinking Education
verfasst von
Xiao Ma
Hsien-Hui Tang
Copyright-Jahr
2021
Buch
Learning and Collaboration Technologies: New Challenges and Learning Experiences

Print ISBN: 978-3-030-77888-0

Electronic ISBN: 978-3-030-77889-7

Copyright-Jahr: 2021

DOI
https://doi.org/10.1007/978-3-030-77889-7_23

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