HYBRID DESIGN THINKING MODEL FOR CREATIVITY ENHANCEMENT: AN EMPIRICAL STUDY USING MIRO BOARD

Abstract

The present study investigated the effectiveness of a Hybrid Design Thinking Model in enhancing creativity among 8th grade students in science, with specific emphasis on the integration of digital collaborative tools such as Miro Boards. Employing an experimental research design, a total sample of 100 students was divided equally into experimental and control groups. The experimental group was taught science concepts using a hybrid design thinking approach that combined face-to-face classroom activities with online collaborative design tasks, while the control group received instruction through conventional teaching methods. Creativity was assessed using a researcher-developed creativity test based on Guilford’s divergent thinking model, focusing on the dimensions of Fluency, Flexibility, and Originality. Statistical analysis revealed significant differences in the mean gain scores of overall creativity between the experimental and control groups, favouring the experimental group. Further analysis indicated that students exposed to the hybrid design thinking model demonstrated significantly higher gains across all three creativity dimensions. Gender-wise analysis also showed significant differences, with girls outperforming boys, and a significant interaction effect between treatment and gender on creativity scores. The findings provide strong empirical evidence that design thinking, when implemented through a hybrid learning framework supported by digital tools like Miro Boards, serves as an effective pedagogical strategy for fostering creativity in school science education. The study highlights the potential of integrating design thinking and technology-enabled collaborative learning to promote creative problem-solving, innovation, and 21st-century skills among secondary school students.