Document Type : Original Article
Department of Industrial Design, College of Fine Arts, University of Tehran, Tehran, Iran.
Faculty of Applied Arts, Tehran University of Art, Tehran, Iran.
Faculty of Design, Tabriz Islamic Art University, Tabriz, Iran.
School of Architecture and Environmental Design, Iran University of Science and Technology, Tehran, Iran.
Department of Industrial Design, Faculty of Art, Alzahra University, Tehran, Iran.
Department of Industrial Design, College of Fine Arts, University of Tehran, Tehran, Iran
School of Architecture and Environmental Design, Iran University of Science and Technology (IUST), Tehran, Iran
This study aims to investigate the effectiveness of design thinking in enhancing primary school children's learning in the context of using educational equipment. To achieve this objective, a cross-sectional research design was utilized, which involved an examination of the theoretical underpinnings and background of the research. An online questionnaire was administered to gather the necessary information, comprising of two sections: demographic information of the respondents and questions relating to children's education and the role of educational equipment. The Likert questionnaire used a 7-point scale. The sample population included primary school teachers and parents with children aged 7 to 12 years from different cities of Iran. The sampling method was voluntary, and a total of 139 respondents completed the questionnaire. Cronbach's alpha was measured at 0.865, indicating the high internal consistency of the survey. The results indicate a significant relationship between the duration of learning with the aid of educational tools and the degree of reliance on creative methods and problem-solving power. The study also found a correlation between the educational tool and the motivation to learn. In summary, this study provides evidence that design thinking is an effective approach to enhance primary school children's learning, particularly in the context of using educational equipment. The findings also highlight the importance of the type and complexity of educational tools, as well as the use of creative methods and problem-solving power, in facilitating students' motivation and willingness to use these tools.