| Category | Researcher (Year) | Application |
| Design thinking | ( | Researchers are studying student learning through project: designing and constructing of e-textiles (wearable hats) using the LilyPad Arduino, along with sensors and LEDs at a school in Ontario, Canada. Planning and design elements such as “picking which cap” and “coming up with the idea” were reportedly the easiest parts of making a wearable for students. Researchers also found that enormous amount of facilitator and research labor was required to help students in completing their wearable designs project. |
| ( | Focusing on shoe design tasks, students build their learning from the initial problem components that collect and analyse data on shoe types, sizes, fabrics and more. Students build their learning by collecting and analysing data. While conducting this assignment, students gain more knowledge about processed and natural materials from the science curriculum and also general information about shoe designers and manufacturers. Students need to design their own shoes in small groups. Learning processes and outcomes described how student learning evolved from the application of knowledge and the use of a sequence of design strategies such as initial design, redesign, and reconstruction to an informed planning. From the design task, it is shown that students tend to express a desired shoe rather than a problem to be solved, but they still able to identify the features of the shoe they intended to create thus setting constraints to address, such as the appropriate selection of materials and shoe style. They becoming more informed designers as they increased their achievements by doing iterative designing and reconstructing. The majority of students displayed style features on both designs, together with different perspectives including 3-D, and 2-D top and side views, even though they were not instructed to do so. The inclusion of materials and their placement, together with measurements, was seen on their sketches especially for the initial design. Students’ inclusion of measurements decreased on their redesign sketches, which could be due partially to time constraints and/or fatigue. Nevertheless, students displayed increased satisfaction with their redesigns, suggesting that they had targeted the weaknesses of their initial designs in redesigning to better meet their aims. | |
| ( | Researchers used two integrated activity applications based on FabLab integration and physical computing. FabLab is an example of a fabrication laboratory. It uses digital fabrication tools such as 3D printers for 21st century skills, hands-on, design thinking and project-based learning. Physical computing uses technology to create installations that interact with participants, for example, connecting the physical world and creating interfaces between interactive objects and humans. It is also used to create prototypes. Researchers proposed the design thinking approach as a path for educators to work on redesigning activities to move toward more comprehensive STEAM learning and for educational foundations, they consider problem and project-based approaches. |