Enhancing student engagement and higher-order thinking in human-centred design projects: the impact of generative AI-enhanced collaborative whiteboards
Elim Liu, Tseng-Pin Lee, Yueh‐Min Huang
Abstract
Generative Artificial Intelligence (GAI) offers new opportunities to support creativity and problem-solving in design thinking education. However, its integration with collaborative virtual tools to enhance student engagement and higher-order thinking skills (HOTs) remains underexplored. This study examines the impact of a GAI-enhanced collaborative whiteboard (GAICW) in a DT course on occupational hygiene. Using a quasi-experimental design, 65 students were assigned to either an experimental group using GAICW or a comparison group using a conventional platform. Data were gathered through pre- and post-tests and an open-ended questionnaire. The experimental group exhibited significantly higher engagement across behavioral, cognitive, and emotional dimensions, with large effect sizes. They also outperformed the comparison group in creativity and critical thinking, with medium effect sizes. This study demonstrates how GAICW integration in design thinking education enhances student engagement and HOTs. Findings indicate that GAICW effectively scaffolds complex thinking processes, particularly in early design phases, while transforming teaching approaches by fostering more dynamic student participation.