Designing Serious Game as Learning Media of Design Thinking Mindset

This research explores the use of serious games as an effective pedagogical tool for teaching Design Thinking (DT), addressing the common challenge that DT is often perceived as overly abstract and difficult to articulate. The study aims to design a game-based learning framework that embeds core DT principles—such as user focus, problem framing, collaboration, experimentation, and visualization—into an immersive, interactive experience. By moving beyond traditional, lecture-based instruction, the authors seek to improve participant engagement and conceptual understanding of DT mindsets.

The methodology follows a structured design process, including setting up stages, clarifying problems, and developing game models, ultimately resulting in a prototype consisting of three distinct sub-games. These games utilize specific themes—aliens, infants, and detectives—to represent the "fuzzy front end," beginner’s mindset, and case study analysis, respectively. The effectiveness of the intervention was evaluated using the Kirkpatrick model, which measures participant reaction and learning outcomes. Data was collected through surveys using a Likert scale to assess engagement, motivation, and knowledge acquisition.

Key findings indicate that the serious game approach successfully fosters a positive learning experience, with participants reporting high levels of enjoyment and motivation. Quantitative results demonstrate significant improvements in understanding across all measured DT aspects, with the most substantial gains observed in the "fuzzy front end" and general DT mindset categories. The study concludes that integrating pedagogical elements with game mechanics—specifically through cooperative and competitive hybrid models—provides a robust solution for teaching complex, abstract concepts. The research confirms that serious games can effectively bridge the gap between explicit knowledge and the tacit, context-specific mindset required for successful design thinking.