In this quasi-experimental study (N = 640 students), data were collected twice: in the middle (t1), and at the end (t2) of the course. Each time, students were rated by their teammates, themselves, and the teacher, using a rubric to map teamwork skills. Results show a significant improvement in teamwork skills during the course.
This study addresses researchers’ demands on the lack of robust evidence to assess the impact of design thinking in higher education.
Guaman-Quintanilla, S., Everaert, P., Chiluiza, K., & Valcke, M. (2022). Fostering Teamwork through Design Thinking. Education Sciences. https://doi.org/10.3390/educsci12040279