Design Thinking Research (eBook)

Preface 6
Contents 8
Manifesto: Design Thinking Becomes Foundational 10
References 13
Introduction: The HPI-Stanford Design Thinking Research Program 14
1 Program Vision and Priorities 14
2 Road Map Through This Book 15
2.1 Part I: Tools and Techniques for Improved Team Interaction 16
2.2 Part II: Creativity and Creative Confidence 17
2.3 Part III: Measuring Design Thinking 18
2.4 Part IV: Documentation and Information Transfer in Design Thinking Processes 19
3 Summary 20
Part I: Tools and Techniques for Improved Team Interaction 22
Globalized Design Thinking: Bridging the Gap Between Analog and Digital for Browser-Based Remote Collaboration 23
1 Introduction 23
2 Overview of the Tele-Board System 24
3 Broaden System´s Availability: Transferring Tele-Board to the Browser 26
3.1 Web Browser Implementation Background 27
3.2 Tele-Board in the Web Browser 28
4 Easing System´s Application: Bridging the Gap Between Analog and Digital Worlds Through Whiteboard Detection 29
4.1 Process and System Landscape Overview 32
4.2 Real Life Application Walkthrough 35
5 Conclusion 39
References 40
Diagnostics for Design Thinking Teams 42
1 Introduction 42
2 Research Questions 43
3 Method 44
4 Interaction Dynamics Notation: An Overview 44
5 Development of the IDN Tool 45
5.1 Functional Requirements 45
5.2 User Interface Requirements 47
6 IDN Tool Specifications 47
6.1 Functional Specifications 47
6.2 User Interface Specifications 49
7 Analyzing Design Team Interactions with IDN Tool 51
7.1 Concept Generation Study 51
7.2 Expert Assessment 53
8 Detecting Interaction Patterns Correlated with Design Outcomes 54
9 Limitations 57
10 Discussion 57
11 Conclusion 58
References 58
Design Thinking Health: Telepresence for Remote Teams with Mobile Augmented Reality 59
1 Introduction 60
1.1 Remote Patient Monitoring 60
1.2 Automating Knowledge-Based Procedures 61
1.3 Facilitating the Delivery of an Intervention 61
2 Clinical Needs Finding 62
3 The Need for an AR System in Wound Care 63
3.1 A Head-Mounted Display for Hospital-Acquired Pressure Ulcers 63
3.2 Existing Mobile Devices for Wound Photography 65
4 The Need for Improved AR Systems in Surgery 66
5 Current System Development 67
5.1 Google Glass Sensors 68
6 Conclusion 69
References 71
Talkabout: Making Distance Matter with Small Groups in Massive Classes 73
1 Introduction 73
2 Related Work 75
3 Coordinating Global Small-Group Discussion 76
4 Assignment by Arrival Yields Diverse Groups 78
5 Structuring Talkabout Discussions 78
5.1 Create Opportunities for Self-Reference 79
5.2 Highlight Viewpoint Differences Using Boundary Objects 80
5.3 Leverage Students as Elaborators and Mediators 80
6 The Anatomy of a Talkabout Discussion 80
6.1 Discussions Follow a Distinct Conversational Pattern 81
6.2 Speakers and Spectators 82
7 Study 1: Do Discussions Improve Performance? 82
7.1 Method: Wait-List Control 83
7.2 Hypotheses and Measures 83
7.3 Participants 83
7.4 Results: Discussion Increases Class Participation, Marginally Improves Grades 84
8 Study 2: Does Diversity Improve Discussion Benefits? 84
8.1 Participants and Setup 85
8.2 Measures 85
8.3 Hypothesis 85
8.4 Manipulation Check 86
8.5 Results: Students in Diverse Groups Perform Better 87
9 Study 3: Large-Scale Field Experiment 87
9.1 Participants 87
9.2 Method 88
9.3 Hypotheses and Measures 88
9.3.1 Analysis Procedure 89
9.4 Results 89
9.4.1 High-Diversity Discussions Improve Scores 89
9.4.2 Benefits of Diverse Discussions Last Roughly 2 Weeks 90
9.4.3 Geographic Diversity Leads to New Perspectives 90
9.4.4 Gender Representation Does Not Influence Scores 90
9.4.5 Other Non-significant Factors 91
9.4.6 Other Measures of Geographic Diversity 91
9.5 Limitations 91
10 Discussion 92
10.1 Comparing In-Person and Online Discussions 93
10.2 The Design Space of Online Peer Conversations 93
10.2.1 Always-Available Discussions Lack Critical Mass 93
10.2.2 Students Prefer to Negotiate Roles Informally 94
10.2.3 Rigidly Enforced Scripts Lower Satisfaction 94
10.2.4 Same-Partner Discussions Have Inadequate Participation 95
11 Conclusion 95
References 96
Improving Design Thinking Through Collaborative Improvisation 99
1 Introduction 99
2 Approach and Background 100
3 Case Studies in Design 101
3.1 Mechanical Ottoman 102
3.1.1 Introduction 102
3.1.2 Prototype Systems 102
3.1.3 Designed Behaviors 103
3.1.4 Improvisation Sessions 103
3.1.4.1 Phase 1: Developing Behaviors 103
3.1.4.2 Phase 2: Exploring and Interpreting 104
3.1.4.3 Approaching 104
3.1.4.4 Taking Leave 105
3.2 Emotive Drawers 106
3.2.1 Introduction 106
3.2.2 Prototype Systems 107
3.2.3 Designed Behaviors 107
3.2.4 Improvisation Sessions 108
3.2.4.1 Proactive Action 108
3.2.4.2 Expressive Movement 109
3.3 Roving Trash Barrel 109
3.3.1 Introduction 109
3.3.2 Prototype Systems 110
3.3.3 Designed Behaviors 111
3.3.4 Improvisation Sessions 111
3.3.4.1 Interrupting Activity 111
3.3.4.2 Overt Non-interaction 112
3.3.4.3 Ascribing Desires 112
3.3.4.4 Empathy and Altruism 112
4 Next Steps 113
References 113
Part II: Creativity and Creative Confidence 115
Designing a Creativity Assessment Tool for the Twenty-First Century: Preliminary Results and Insights from Developing a Design... 116
1 Introduction 117
2 Assessing Creative Capacity 118
2.1 Creativity in the Twenty-First Century Defined 118
2.2 Convergent Thinking Tests 119
2.3 Divergent Thinking Tests 120
2.4 Artistic Assessments 121
2.5 Self-Assessments 121
3 Designing a Design Thinking Based Creativity Assessment 122
3.1 Case Based Assessment 122
3.2 DTCT Components 123
4 Administration and Data Collection 123
4.1 Assessment Timing 124
4.2 Assessment Conditions 124
5 Data Analysis 124
5.1 Convergent Validity 125
5.2 Test-Retest Reliability 126
5.3 Discriminative Validity Analysis 126
6 Establish a Scoring Guide and Norms 126
7 Looking Ahead 126
7.1 Wider DTCT Administration and Further Refinement 127
References 127
Innovation in Creative Environments: Understanding and Measuring the Influence of Spatial Effects on Design Thinking-Teams 129
1 Creative Environments as Enabler of Innovation Processes 129
2 Understanding the Influence of Creative Environments: Cultural Probes as Research Method 131
3 Designing a Cultural Probes-Set 132
4 Measuring the Perception of Spatial Effects 133
4.1 Space as a Medium and Mediator of Innovation Team Performance and Team Wellbeing 133
4.2 Different Working Modes of Innovation Teams Transported Through Spatial Environments 136
4.3 Designing Ideal Creative Environments for Individuals and Teams 138
5 Discussion of Findings and Further Research Questions 140
References 142
Building Blocks of the Maker Movement: Modularity Enhances Creative Confidence During Prototyping 144
1 Introduction: Modules for Makers 145
1.1 Modularity and the Black Box 145
2 Background 146
2.1 The Modularity Tradeoff: An LED Example 146
2.2 Prototyping Metrics 147
2.2.1 Bandura´s Self-efficacy and the Confidence to Create 148
2.2.2 Cognitive Flow and Modularity 148
3 Related Work 149
3.1 Conformity in Creative Generation Design Tasks 149
3.2 Timing Effects on Creative Output: A Crowd-Sourced Design Task 149
4 Methods 150
4.1 Participants and Groups 152
4.2 Procedure 153
5 Results 153
6 Discussion 155
6.1 Translating to Physical Toolkits 156
7 Conclusion 156
References 157
Part III: Measuring Design Thinking 158
Measuring the Impact of Design Thinking 159
1 Introduction 159
2 Survey and Interview Sample 160
3 Insight #1: Mind the Definition 163
4 Insight #2: Impact? Yes! Measure It? No 164
5 Insight #3: Not All Consider Their Measurements to Be Valid 165
6 Insight #4: Design Thinking Is Measured in Manifold Ways 166
7 Insight #5: The Impact of Design Thinking as a Butterfly Effect 167
8 Insight #6: Story-Based Approaches: A Silver Lining 168
9 Conclusion 170
10 Limitations of the Study and a Note on Future Research 171
References 172
Developing Design Thinking Metrics as a Driver of Creative Innovation 173
1 Introduction 173
2 Study 1: Creative Agency 174
2.1 Background 174
2.2 Materials 176
2.3 Procedure 176
2.4 Discussion 177
3 Section 2: Design Thinking Measures in Organizations 178
3.1 Background 178
3.2 Procedure 179
3.3 Results 180
3.3.1 Empathy Measures 181
3.3.2 Reframing 181
3.3.3 Iteration 182
3.3.4 Team Collaboration 183
3.4 Discussion 183
References 184
Part IV: Documentation and Information Transfer in Design Thinking Processes 186
Experience and Knowledge Transfer Through Special Topic Coaching Sessions 187
1 Introduction 187
2 Related Work 188
3 The Concept of Special Topic Coaches 190
4 Coaching Seminar for ME310 191
5 Evaluation 193
5.1 Self-Evaluation of the Coaches 193
5.1.1 General Impressions 193
5.1.2 Tools 194
5.1.3 Theory vs. Practice 194
5.1.4 Summary 195
5.2 Evaluation of Coaches by Student Teams 195
5.2.1 General Impressions 195
5.2.2 Tools 196
5.2.3 Theory vs. Practice 196
5.2.4 Summary 196
5.3 Coach and Student Ratings 196
5.3.1 General Ratings 196
5.3.2 Rating of Theory and Practice 197
5.3.3 Rating of Suitability to Process 197
5.4 Evaluation of Coaches by the Advisors 198
6 Outlook and Summary 199
References 200
Smart Documentation with Tele-Board MED 202
1 Design Thinkers and Behaviour Psychotherapists: A Promising Collaboration 202
1.1 Documentation Needs and Solutions in Design Thinking 203
1.2 Documentation Needs and Solutions in Behaviour Psychotherapy 205
1.3 Suggesting a Design Thinking Based Documentation Solution for Behaviour Psychotherapy 208
2 Designing a New Documentation Tool: The Automatic Tele-Board MED Session Protocol 209
2.1 Exploring the Status Quo of Protocols in Behaviour Psychotherapy 210
2.2 Devising and Refining a New Documentation Concept: The Short Visual Protocol 210
2.3 Realizing an Automatic Protocol Function 212
2.4 Building on a ``Sandwich Metaphor´´: Suggestions for Using the Automatic Protocol 215
2.5 Testing the Automatic Tele-Board MED Protocol Function 215
3 Tele-Board MED Supports Documentation in Diverse Behaviour Psychotherapeutic Settings 220
3.1 Collecting Information for Case Reports 220
3.2 Using Analysis Schemes 223
3.3 Supporting Exercises 224
3.4 Supporting Psycho-Education 225
3.5 Sessions with a Lot of Interaction Apart from Tele-Board MED 226
4 Contributions to Design Thinking Documentation 227
References 230
Preserving Access to Previous System States in the Lively Kernel 233
1 Introduction 233
2 Background 236
2.1 Prototype-Based Programming 236
2.2 The Lively Kernel 237
2.2.1 Programming with Prototypes and Classes 238
2.2.2 Direct Manipulation of Morphs 238
2.2.3 Saving Morphs to the Shared Parts Bin Repository 239
2.3 CoExist 239
3 Motivation 242
3.1 Part Development by Example 242
3.2 Recovery Needs When Developing Parts 244
4 Object Versioning 245
4.1 Version-Aware References 246
4.1.1 Versions of Objects 246
4.1.2 Version-Aware References 248
4.1.3 Versions of the System 249
5 Discussion 250
5.1 Using Proxies as Version-Aware References 251
5.1.1 Proxies as Version-Aware References 251
5.1.2 Using Proxies Consistently 252
5.1.3 Versions of the System 253
5.1.4 Limitations 254
6 Related Work 255
6.1 Recovering Previous System States 255
6.1.1 CoExist 255
6.1.2 Back-in-Time Debugging 256
6.1.3 Software Transactional Memory 256
6.2 Dynamically Scoping First-class Groups of Changes 257
6.2.1 Worlds 257
6.2.2 Object Graph Versioning 257
6.2.3 Context-Oriented Programming 258
6.2.4 ChangeBoxes 258
6.2.5 Practical Object-Oriented Back-in-Time Debugging 259
7 Summary 260
References 260
Connecting Designing and Engineering Activities III 263
1 Introduction 263
2 Recovery Approach 265
3 Design Thinking Documentation Recovery 267
3.1 Design Thinking Ontology 267
3.2 Recovery Model 270
3.3 Recovery Modules 273
4 Evaluation 280
4.1 Qualitative Evaluation 281
4.2 Quantitative Evaluation 283
4.3 Threats to Validity 285
5 Related Work 286
6 Conclusion and Future Work 287
References 288