This meta-analysis examines the effects of design thinking (DT) on student learning, analyzing 25 articles. DT positively affected student learning (r=0.436, p < 0.001). Moderating effects were found for learning outcome, treatment duration, grade level, DT model, and region. DT instruction was more effective with smaller class sizes (≤30), in multidisciplinary settings, with longer durations (≥3 months), for secondary and university students, on engagement and problem-solving, using specific DT models (Observe, Synthesize, Ideate, Prototype; and Empathize, Define, Ideate, Prototype, Test), smaller team sizes (≤7), and with African and Asian students.

Qing Yu, Kun Yu, Rongri Lin