Exploring Skills Enhancement in Student Teacher Through Implementation of Design Thinking in Unplugged Game Creation

Abstract

Design thinking provides a comprehensive framework that encourages collaboration, empathy and which aligns well with the goals of education. While design thinking is recognised as an effective approach in education, previous research has focused primarily on its application in digital materials or project design tasks. This study addresses this gap by exploring the skills enhanced by student teachers through the implementation of design thinking in the creation of unplugged educational games. Using a qualitative case study design, a total of six groups with total 22 student teachers were selected through the purposive sampling technique to participate in a series of workshops focused on unplugged educational game design. Data was collected through group discussions, document analysis of design artefacts, weekly reflective e-portfolios and participant observation during the game creation process. The findings revealed significant improvements in the student teachers' problem-solving, creativity and communication skills as they engaged in design thinking. Through collaborative problem solving, iterative prototyping and creative ideation, the student teachers have improved their ability to communicate ideas clearly, and were able to tackle complex challenges and generate innovative solutions. These findings highlight the transformative potential of design thinking in teacher education and demonstrate its effectiveness in preparing future educators for the complexities of 21st century teaching and learning. Future research may examine design thinking's impact on teachers of different experience levels, use experimental designs for validation, and compare it with other instructional to identify effective strategies.