Examining student engagement and design outcomes in design thinking: A comparative study of knowledge building and Double Diamond Model

This study explores the integration of the Double Diamond Model (DDM) and Design Thinking with Knowledge Building principles (DTKB) within polytechnic education, focusing on how these models enhance cognitive engagement and educational outcomes in design thinking processes. The study was conducted in a Singaporean polytechnic with a cohort of students engaged in design thinking tasks facilitated through the Knowledge Forum (KF), an online collaborative platform.

The research juxtaposed DDM, a structured, phase-based model, with DTKB, a model that incorporates Knowledge Building principles throughout the design thinking process. The study assessed these models across multiple dimensions, including engagement patterns, cognitive impact and educational outcomes, leveraging both qualitative and quantitative research methodologies. Quantitative analysis revealed that the DTKB participants displayed higher behavioural engagement levels, as measured by activities within the KF. This was complemented by qualitative data from focus groups and facilitator observations, highlighting a richer depth of dialogue and higher quality of idea development in the DTKB group compared to participants following DDM. The DTKB model, underpinned by principles of community knowledge, improvable ideas and epistemic agency, facilitated more dynamic and continuous interaction among students, fostering a richer educational experience and deeper cognitive engagement. This enhanced engagement translated into higher SOLO taxonomy scores for DTKB group participants, indicating a deeper understanding and application of design thinking principles. In terms of educational outcomes, prototypes developed under the DTKB model were rated as more feasible and viable, suggesting better real-world applicability. These findings suggest that integrating Knowledge Building principles into design thinking processes can significantly enhance the quality and effectiveness of educational outcomes. In contrast, DDM, with its sequential and structured approach, while beneficial for systematic exploration and adherence to the design process, occasionally restricted deeper cognitive engagement due to its rigid phase-oriented progression. Although DDM facilitated clear and organised exploration of design challenges, it was less effective in fostering the iterative, reflective and collaborative learning processes central to Knowledge Building.

The study also delved into the role of digital platforms in facilitating these design thinking models. The Knowledge Forum played a crucial role in both the DDM and DTKB groups by supporting collaborative work and idea development. However, its impact was more pronounced in the DTKB group, where the platform’s tools and scaffolds were used dynamically to enhance collaborative inquiry and continuous idea improvement. This study contributes to the field of educational technology by demonstrating the potential of combining structured design thinking models with dynamic Knowledge Building processes. It provides a framework for educators to implement these models in online settings, enhancing student engagement and improving learning outcomes. Additionally, this research suggests directions for future studies, including exploring these models across different educational settings and demographic groups to enhance the generalisability of the findings. In summary, integrating design thinking with Knowledge Building principles offers a promising approach to enhancing educational practices within polytechnic education. This model not only fosters a deeper cognitive engagement among students but also enhances their practical skills in creating viable and innovative design solutions, preparing them for the challenges of the modern world.