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Article

Teacher Education: Design Thinking Approach in Makerspaces to Produce Quality Educational Video Games with a Visual Identity and Improve Design Thinking Skills

by
Yara Ahmed Mohebeldin Zaky
1 and
Ensaf Nasser Al Mulhim
2,*
1
Faculty of Specific Education, Ain Shams University, Cairo 11566, Egypt
2
Department of Curriculum and Instruction, Faculty of Education, King Faisal University, Al-Ahsa 31982, Saudi Arabia
*
Author to whom correspondence should be addressed.
Educ. Sci. 2024, 14(7), 718; https://doi.org/10.3390/educsci14070718
Submission received: 16 May 2024 / Revised: 21 June 2024 / Accepted: 25 June 2024 / Published: 2 July 2024
(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)
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Abstract

:
Video games participate effectively in the educational process due to their attractive visual features, but there are many challenges that teachers face when using them. Among these challenges is designing games to suit the goals of the educational process and respecting societal identity. Although there are many studies on educational video games, limited approaches that enhance teachers’ education have been explored. The current study focuses on stimulating pre-service teachers’ design thinking skills and improving the quality of their video games that have a visual identity by incorporating a design thinking approach into a makerspace. This study followed a quasi-experimental approach, in which 38 pre-service teachers from the departments of Art Education, Early Childhood Education, and Educational Technology at the College of Education at King Faisal University in Saudi Arabia participated. They designed and produced educational video games that consider visual identity and completed the design thinking scale. The results showed that there was great cooperation between participants from all disciplines in the work team, which affected the generation of creative and innovative ideas and the quality of the educational video games. This is due to the use of design thinking elements such as empathy, identification, ideation, and prototyping with different tools in the makerspace. This study calls for the use of a design thinking approach in the classroom learning space for teachers’ education, discusses implications for educational practices, and recommends further research in this area.

1. Introduction

In the current digital age, video games have become increasingly popular, attracting a large number of users. One reason for their popularity is the presence of distinctive characters (cartoon or realistic) [1,2], attractive graphic design, colors [3], and stunning visual effects [4], among other visually appealing elements. In a virtual setting, such visually appealing elements work together to enhance the immersive gaming experience and attract players to the virtual world [5]. Video games have diversified in terms of their content. Entertainment video games provide players with fun, excitement, and thrills [6], while cultural video games offer an opportunity to explore different cultures and traditions [7], and educational video games provide a platform for interactive learning [8]. The integration of video games in education plays an important role as it offers a fun and engaging way for students to learn.
However, there are some challenges that arise when using video games in an educational context. One of these challenges is that many teachers resort to using entertainment or cultural games in their curriculum [9], even though these games may not necessarily meet the educational objectives. While such games can be enjoyable and provide cultural insights and Wolf [10] emphasizes that video games have become an integral part of popular culture and are integrated into daily life, they may not align with the educational goals. Similarly, Keogh [11] agrees that video game production is not only within the scope of cultural activities but also plays an important role in shaping societal identities. Societal identity can be defined as the factors encompassing culture, the degree of societal advancement, and individuals’ connection to it [7] and is formed through cultural norms, traditions, and values [12].
Jaouen and Robin [13], and Vassileva and Penchev [14] agree that there is difficulty in providing educational video games that align with the lesson’s objectives and subject matter, or connecting the game’s content to the curriculum, which should be determined and designed by the teacher. Furthermore, Vangsnes et al. [15] illustrate that there is a mismatch in education between learning from entertainment games and the learning objectives that a pre-service teacher needs to master. Rüth and Kaspar [16] point out that teachers are forced to use commercial video games, even though they are not designed for learning, and they do not align significantly with the lesson objectives. However, they may serve as an alternative to provide opportunities for students to reflect on their gaming experiences and curriculum topics. Alqurashi and Williams [17] believe that some teachers face the problem of commercially designed video games presented in the classroom not aligning with lesson’s intended objectives and not supporting the desired educational outcomes accordingly.
Despite the fact that nowadays, teachers’ proficiency in designing and using technology (including video games) plays a crucial role in the learning process and innovative teaching practices [18], such a task could be complex and requires advanced knowledge and skills including programming and production skills [19,20,21]. Sánchez-Mena et al. [22] mention that a lack of experience and the need for teacher training programs are major obstacles in using educational video games in higher education. Sancar Tokmak [23] found that pre-service teachers faced difficulties in designing educational computer games due to limited technological and design knowledge and experience in game design. Moreover, a study conducted by Artym et al. [24] on pre-service teachers’ designing and constructing skills of ‘Good Digital Games’ found that pre-service teachers, in general, were not familiar with the learning principles that should be incorporated into the design of a good digital game.
To overcome these challenges, Bressler and Annetta [25] suggest that training teachers on designing games can enhance their understanding and familiarity with a design thinking approach. Kefalis et al. [26] recommend considering visual design elements in educational video games. Visual identity in educational video games refers to the use of visual design elements to enhance the learning experience [27].
To support pre-teachers’ learning about visual identity design skills in educational video games settings, a well-selected design approach should be used that provides them with enhanced learning experiences and promotes creativity among teachers. The design thinking approach is a process of seeking innovative solutions to complex problems through three processes: inspiration, ideation, and implementation [28]. Akhil et al. [29] explain that a design thinking approach involves a team of different specialties working together to develop products that solve problems by combining different perspectives and achieving a better understanding. According to Tsai et al. [30], design thinking helps increase learning motivation and problem-solving abilities, allowing designers to create engaging and effective educational experiences that meet the needs and preferences of students. This approach fosters innovation, collaboration, and user-centered design [31].
Spaces for making, as defined by Morado et al. [32], are collaborative environments equipped with tools, resources, and a community of makers that allow participants to solve problems as creators rather than consumers. Galaleldin et al. [33] confirm that makerspaces encourage collaboration and product development for problem-solving among professionals from various disciplines. Kessner et al. [34] assert that makerspaces provide an ideal environment for fostering creativity and innovation in game design. By adopting a design thinking approach as a core methodology within makerspaces, which combine digital and traditional manual tools in one place, Browder et al. [35], and Becker and Lock [36] affirm that teachers can be creative and open in designing assessments to meet their students’ specific learning goals.
Piaget’s constructivism [37] and Vygotskian’s social constructivism [38] theories can support learning through the design thinking approach and makerspaces [36,39,40]. Piaget’s constructivism believes that learners actively construct their own knowledge and understanding through practical experiences and interactions with their environment. The design thinking approach in a makerspace encompasses an active process of ideation, prototyping, and iterative problem-solving that students need to engage in. This aligns with Piaget’s belief of a learner’s active role in constructing knowledge. Moreover. a makerspace allows learners to build their own understanding and mental models by posing as open-ended, exploratory design challenges, consistent with Piaget’s theory of cognitive development. On the other hand, Vygotskian’s social constructivism emphasizes the significance of social interactions and the role of more knowledgeable peers in facilitating learning to achieve beyond the zone of proximal development. The design thinking approach fosters problem-solving, creativity, and collaboration. Makerspaces can provide many opportunities for collaborative and interactive learning. It also enables learners to engage with peers and access expert knowledge and support at their own pace.
This paper aims to undertake a practical exploration of integrating the design thinking approach into teacher education to enhance the development of visual identity design in educational video games. The study goal is to equip pre-service teachers with the necessary skills to improve their design thinking skills and to create a quality video game with a visual identity that may enhance students’ comprehension of societies, cultures, histories, civilizations, environments, and societal norms and values.

2. Literature Review

2.1. Educational Video Games with a Visual Identity

Educational video games are computer software systems that combine entertainment and educational elements [39]. They have been found to increase learner engagement, participation, and learning outcomes. Research indicates that educational games can improve students’ attitudes towards writing, enhance their motivation, and boost their writing skills [40]. Social video games have also been recognized as supportive tools for developing critical thinking skills, which are crucial for applying knowledge in real-life situations [41]. Language video games make language learning more enjoyable and captivating, leading to increased attention and motivation among students [42]. In professional educational activities, educational games have proven effective in developing improvisation and problem-solving abilities [43].
Video games with visual identities can be a powerful tool for conveying messages, representing cultures [11,12], history [7,18], social studies [42], and life skills [23]. Visual identities in video games refer to the use of visual elements such as designs, symbols, and logos to achieve the goals of a particular institution [33]. It serves as a tangible means of expressing and representing identities through a product or image [44]. Visual identity plays a crucial role in enhancing information recognition, understanding, and enjoyment, as well as adapting messages to different cultures and target audiences [45].
Visual identity holds significant importance in educational institutions. The visual dimension of social worlds has become equally important as a written language and narrative, leading to the development of visual research methods in educational research [46]. Academic institutions have implemented various strategies to enhance visual knowledge among students, including instructional scaffolding, activities, assignments, lectures, readings, software, training courses, and research initiatives [46].
Focusing on the visual elements of a game can be a way to enhance visual art education. It is also stated that participation in identity construction is part of the creative process and serves as a resource in visual arts education [47]. Here are some ways in which visual identity can be integrated into educational games:
  • Environmental Design in Games: The environments and virtual backgrounds of the game should be designed in a way that complements the educational content and creates an immersive learning experience. Mohamad Yahaya et al. [48] found that environmental design in online games has a significant impact. Studies have shown that virtual forest games can enhance positive mood and mental health. Mostajeran et al. [49] further explained that environmental design in virtual games can induce positive emotional and physiological effects. They conducted a study with 27 participants to examine the psychological effects of such exposure. The results showed that exposure to virtual nature significantly improved cognitive performance and restoration ability.
  • Graphic Design and User Interface in Games: The visual design of the game should reflect the educational theme and enhance player engagement, creating a cohesive visual identity for the game. By using consistent and visually appealing graphic design, Sentana et al. [50] discussed the impact of graphic design in online games and emphasized the importance of attractive visual elements and principles of animation in creating a high-quality game that influences player behavior.
  • The Use of Visual Elements in Games: Relevant symbols or visual elements that represent educational concepts or actions should be integrated within the game. Visual aesthetics, including colors and patterns, play a crucial role in shaping the user experience and engagement in online games.
  • Characters and Avatars in Games: Developing unique and visually appealing characters or avatars that align with the educational content can enhance the visual identity of the game. These characters can represent teachers, mentors, or even the players themselves. Designing characters that reflect diversity and inclusivity can create a welcoming and relevant experience for players. Allowing players to customize specific visual aspects, such as their character’s appearance or the game interface, can enhance engagement and create a sense of ownership [51]. It allows players to personalize the appearance and elements of their avatars, leading to a sense of identification with the character and enhancing player loyalty to the game [52].
The designer, who creates the electronic game, deals with the problems of contemporary life and human situations, given the rapid civilizational developments in society. Therefore, the importance of designing electronic games using effective visual imagery to provide a simple design, create an integrated reality, and have a concise and impactful effect becomes evident [53]. Despite all that, it is important to achieve a balance between educational content and visual elements to maintain learning objectives. By enhancing the visual identity of the educational experience rather than overpowering it, collaboration between graphic designers, educational experts, and game developers can effectively integrate visual identity into educational video games. Because the idea of teachers designing educational video games with a visual identity to support student learning has not been widely adopted, this study will explore this area further.

2.2. Design Thinking Approach in the Makerspace

Design thinking refers to the cognitive skills, thinking abilities, and practices used by designers to solve problems and generate new ideas [54,55]. This is performed through a series of processes that result in a range of solutions, as highlighted by Hatzigianni et al. [56]. Considering the economic, environmental, and social impacts of the designed solutions are fundamental to the design thinking approach, as pointed out by Zainal et al. [55], Cross [57] also highlights the importance of a multidisciplinary team that brings together diverse expertise, encouraging the team to gain a better understanding of the matter at hand, leading to problem-solving and product development.
Koh et al. [58] and Blundell [59] affirm that the design thinking approach places humans at the center with the goal of improving the human environment, and it is the most effective method to engage teachers in designing new practices. Zainal et al. [55] mention that the design thinking approach is a creative approach for problem-solving and thinking in human-focused professions, particularly in teaching. Blundell [59] reports the importance of using the design thinking approach to enhance teachers’ knowledge. Hsu et al. [60] recommend using the design thinking approach to improve teaching, increase students’ confidence, enable them to express their ideas, and engage in activities. Henriksen et al. [54] concluded that teachers’ use of design thinking approach stages supported their problem-solving approach and recommended integrating the design thinking approach into current curricula, where the design thinking approach can provide a framework for teachers to address practical practice problems and may enhance their problem-solving abilities. Koh et al. [58] recommended education to prioritize the incorporation of the design thinking approach as an essential component, giving significant consideration to the design dimension that encompasses the attributes of human culture and civilization.
The Hasso Plattner Institute of Design at Stanford (D.school) model, which is one of the design thinking models, consists of five fundamental stages [55,61]:
  • Empathize: This stage involves understanding the core idea and empathizing with it. It entails researching user needs, consulting experts to learn more about the domain of interest, making observations, and gaining an empathetic understanding of the problem that the product design aims to contribute to solving.
  • Define: In this stage, the problem to be solved is identified by organizing the information and refining the details gathered from the empathize stage. The focus is on the problem, and great ideas are generated with a human-centered approach.
  • Ideate: This stage involves generating creative solutions to the problem. Various ideation techniques such as brainstorming, mind mapping, and asking questions can be used to stimulate free thinking and explore a wide range of solutions and ideas. This allows for the generation of the highest possible number of ideas.
  • Prototype: This stage involves creating and testing solutions and iterating on them. The implementation begins by producing a number of product versions to make the ideas tangible. These prototypes can be shared and tested within the team itself, in other departments, or with a small group of individuals outside the team. They are investigated, and based on user feedback, they are accepted, improved, or rejected. By the end of this stage, a clearer vision is formed of how real users behave, think, and feel when interacting with the final product.
  • Test: The prototypes produced in the prototype stage are tested by conducting interviews with users and presenting the product to them. Their interactions and reactions are observed in order to gain a deep understanding of the product and real users as much as possible. This helps improve the final product and put it in its finalized form.
Studies conducted by Sohaib et al. [62] highlighted the importance of integrating the design thinking approach in programming. Tsai and Wang [28] concluded that the design thinking approach is important for students’ learning of computer programming as it positively contributes to their self-efficacy in programming. That study recommended integrating the design thinking approach into programming tasks. Zainal et al. [55] affirmed that the design thinking approach is an important integrated educational approach for teaching programming. Henriksen et al. [54] argued that the term “design thinking in education” refers to the notion that design is one of the roles of the teacher. However, when this design occurs in collaborative spaces for problem-solving, where individuals can come together for creativity, innovation, and learning using various tools and techniques; in an ideal environment, it enhances productivity and provides new ways of learning. This concept aligns with the term “makerspace” [36] and suggests that individuals can build their ideas using a diverse range of materials and tools, ranging from low-tech to high-tech. Components can be shaped and transformed into different projects based on each maker’s vision [32]. Oliver [63] stated that makerspaces can be defined by several principles, including self-direction based on student interests, supporting play, curiosity, and creativity, with tolerance for failure and iteration. Encouraging peer collaboration and skill-sharing between experts and beginners is also promoted.
Becker and Lock [36] outlined the steps involved in working within an educational makerspace:
  • Select one or two skills related to students’ learning needs to focus on.
  • Engage students in discussions or brainstorming sessions where they can share their interests and experiences.
  • Divide the work purposefully.
  • Start exploring real problems that impact their lives within their community, personal, local, or global events.
  • Document learning evidence such as assessment models and review lists.
  • Encourage students to express the problem in different ways, such as writing it down or creating a teaching scenario, to make their growth visible to themselves and their teacher.
  • Prompt students to think collaboratively to arrive at creative solutions.
  • Use self-assessments to help students identify their strengths.
Hatzigianni et al. [56] affirm that the design thinking approach is a key element of learning in makerspaces, enhancing skills in experimentation and problem-solving. Becker and Lock [36] state that this integration enables users to engage in design, fostering skill development through promoting creativity, collaboration, and problem-solving abilities. Pruneau and Langis [64], and Hawryszkiewycz et al. [65] emphasize that by incorporating design thinking principles, makerspaces can enhance 21st century skills and competencies, including communication, empathy, and abstract thinking. The design thinking approach can be used within makerspaces to develop skills such as computational thinking, problem-solving, creativity, and innovation [66,67,68]. Makerspaces provide an educational environment where individuals can engage in complex design and manufacturing practices, allowing them to identify problems, build models, learn and apply skills, review ideas, and share new knowledge with others [69]. Hatzigianni et al. [56] recommend using the design thinking approach with makerspaces in schools, where the design activities allow teachers to enhance students’ creativity through play and experimentation. Another study by Andersen and Pitkänen [70] propose using makerspaces and design thinking as an approach to develop teachers’ professional practice. where it contributes not only to providing participants with the necessary technological competencies but also to fostering collaboration, creativity, and interaction skills. Despite the mentioned importance of the design thinking approach in makerspaces, this approach is not currently widely used for teacher training.
In summary, previous studies have presented perspectives that confirm the integration of ideas when using the design thinking approach in makerspaces. The combination of these approaches may help to form a comprehensive approach to developing various skills and enhancing creativity, innovation, and problem-solving abilities among participants in the educational process. These are important aspects that require further exploration in designing educational video games with visual identity.

2.3. Product Quality

In educational settings, such as learning projects, services, programs, or training programs, the concept of product quality refers to how well a product aligns with specific design and production criteria [71]. In this case, the authors define product quality as the extent to which the educational game created by the student meets standard specifications and has a visual identity. To assess this, a product quality assessment card designed for this purpose is used. Previous research suggests that continuous peer feedback can enhance product quality by providing students with clear and useful evaluations of their performance [71,72,73,74]. Additionally. implementing a design thinking approach within a makerspace can improve product quality by reducing individual workloads, saving time, and facilitating the exchange of focused experiences and perspectives among group members. Some studies indicate that working in a makerspace fosters creativity, innovation, and learning through the use of various tools and techniques, creating an ideal environment for productivity and new ways of learning [54]. However, the existing literature lacks a thorough examination of how the use of a design thinking approach in a makerspace specifically impacts the quality of an educational video game with a visual identity. The present study places significant emphasis on exploring this particular variable.

3. Research Questions

1. What is the impact of using a design thinking approach in makerspaces to design educational video games with a visual identity on the quality of the final product of among pre-service teachers?
2. What is the impact of using a design thinking approach in makerspaces to design educational video games with a visual identity on the development of design thinking skills among pre-service teachers?

4. Hypotheses

1. There are statistically significant differences at the level of 0.05 among the average scores of the control group (pre-service teachers using a traditional design approach) and experimental group (pre-service teachers using a design thinking approach in makerspaces) in the final product quality assessment card of design educational video games with a visual identity in favor of the experimental group.
2. There are statistically significant differences at the level of 0.05 among the average scores of the control group (pre-service teachers using a traditional design approach) and experimental group (pre-service teachers using a design thinking approach in makerspaces) in the design thinking scale in favor of the experimental group.

5. Participants

This research specifically focused on a group of 76 pre-service teachers, aged between 20 and 21 years, from the Departments of Art Education, Early Childhood Education, and Educational Technology. These individuals were enrolled in bachelor’s degree programs at the College of Education, King Faisal University, in the Kingdom of Saudi Arabia. Specifically, they were participants in the “Computer Applications in Education” course during the first semester of the academic year 2021/2022. These students were evenly divided into two groups, with each group consisting of 38 students. All students in the three departments had no previous experience in designing educational video games and had no prior knowledge of designing educational video games with a visual identity.

6. Methodology

Because this study explores cause-and-effect relationships in real-world settings [75], it employed a quasi-experimental research methodology. This study investigates the impact of using a design thinking approach in makerspaces (cause) on the development of design educational video games with a visual identity and the levels of design thinking skills (effect) among pre-service teachers.
The control group designed educational video games with a visual identity using a more traditional linear instructional design model. The teacher explained the steps using a lecture-based classes with no further consultation or collaboration with the educators. The students followed the instructions to produce a video game without conducting extensive research about the target audience.
The experimental group designed educational video games with a visual identity using design thinking principles and in a makerspace setting.

7. Data Collection and Analysis

7.1. Product Quality Card

To evaluate the quality of the final product of the educational video games that has a visual identity, a product quality card was created (Figure 1). The card included three main axes, for a total of 21 items that will be evaluated on a five-point Likert scale (novice = 1; emerging = 2; developing = 3; proficient = 4; expert = 5). The scores on the evaluation card ranged from 15 to 75 points. The overall score on the card reflects the quality of the product. The validity of the product evaluation card was assessed by a panel of experts in the field of educational technology. The results indicated some recommendations for rephrasing certain items for further clarification. There was a good consensus on the overall validity of the card. The reliability of the product quality card was calculated from the data collected in the pilot study using a Spearman coefficient of 0.91, indicating extremely high reliability.

7.2. Design Thinking Scale

The Design Thinking Survey was adapted from Tsai’s [76] study that developed the design thinking scale (Figure 2). The scale consisted of 16 closed-ended items, including two reverse-scored items. The scale utilized a four-point Likert scale (strongly agree = 4; agree = 3; disagree = 2; strongly disagree = 1). The scale scores ranged from 16 to 64. Five experts in the field of educational technology evaluated the validity of the instrument. The experts recommended rephrasing some items for further clarification. The recommended revisions were made, and the instrument reached its final form.
The reliability of Tsai’s [76] original design thinking scale was 0.842. The reliability of the current study’s scale was calculated using Cronbach’s alpha coefficient, which was found to be 0.90.

8. Experimental Procedure

The 76 graduate students were randomly divided into two groups of 38 students each. An initial meeting was held with both groups to explain the project, which was to design an educational video game to teach kindergarten children, with the game’s idea and design stemming from Saudi society’s culture, history, and their surrounding environment. The participants were informed about the skills of educational video games, with a visual identity design needed to successfully complete the project. A pre-intervention assessment of both groups’ skills was conducted to ensure homogeneity between the two groups.
The control group completed the task of designing an educational video game with a visual identity in the traditional way with no special intervention. The steps of the design and production of the game were explained using lecture-based classes. On the other hand, the experimental group was provided with a makerspace within the classroom where each stage of the design thinking process (empathize, define, ideate, and prototype) was represented in a different color than the other stages. The authors, then, conducted introductory sessions with the experimental group to familiarize them with the makerspace and the tools that were added to the classroom. The participants in the experimental group had to apply the design thinking approach while working in the makerspace using manual materials, as well as some digital materials and electronic devices (Figure 3), including the following:
  • Digital tools: computers, smartphones, printers, scanners, internet connection, sound effects software, audio recordings, microphone for sound recording, drawing software, audio recording software, game programming software, QR codes, PowerPoint, YouTube video clips, Scratch website and mobile phone application for designing educational video games, projectors, graphic design tools, and space for storing items.
  • Manual tools: ruler, pens, eraser, compass, colored pencils, blocks, whiteboards for collaboration, concept maps, tools for drawing and planning background and character designs, programming blocks, paper for scenario drawing, and whiteboard.
A timeline was used to show the different stages of the design thinking process, and the skills involved in designing the educational video games with visual identity. Each space designated for one of the thinking design processes included activities for visual identity design skills in educational video games. Posters were used to explain the different tools and materials available at each station. Students in the experimental group were allowed to move through the makerspace, working in different stages to complete each stage of the design thinking approach process as follows (Figure 4):
  • Empathize: In this stage. the basic idea is understood and empathized with. In the makerspace, pre-service teachers from the Department of Educational Technology and the Department of Art Education started by conducting interviews with their fellow pre-service kindergarten teachers. They used a questioning strategy to encourage students to develop their perspectives in order to understand their interests, inquire about their needs, and identify the main topics that need to be designed as educational video games that align with the educational objectives for this age group, as well as with the customs, values, history, and culture of the community. The empathize stage in the makerspace includes using a set of tools such as PowerPoint, YouTube, clipboard, pens, papers, interview guides, and illustrative presentations; sharing video clips and images; presenting ideas that empathize with the problem; and using PowerPoint or videos to demonstrate the idea.
  • Define: In this stage, the problem to be solved is identified. The students move to the designated area in the makerspace for the “Define” stage. Pre-service teachers facilitate brainstorming sessions to exchange ideas about a societal problem that aligns with the first objective of the skills of designing an educational video game with visual identity, which is “the overall game concept planning”. One educational objective is selected for each game that suits kindergarten children, and the gameplay is defined. The space is equipped for discussion and idea generation, including tools such as PowerPoint, YouTube, sticky notes, highlighter pens, and whiteboards. The discussions resulted in generating ideas such as the need for games that address specific topics related to the community and its culture, such as learning about currencies, the colors of the flag, and so on.
  • Ideate: This stage involves generating creative solutions to the problem. The students move to the designated area in the makerspace for the “Ideate” stage. Pre-service teachers present their initial prototypes of solutions, aligning with the second and third objectives of the skills of designing an educational video game with visual identity, which are “designing the educational game scenario” and “designing visual elements”. The space is equipped with tools such as PowerPoint, YouTube, papers, pens, and colors for writing the game scenario. Additionally, digital tools such as computers and Scratch software are available for designing characters, their outfits, sound effects, and audio. This stage resulted in presenting the game scenario; designing character and outfit prototypes, backgrounds, control buttons; and incorporating colors that align with the community.
  • Prototype: This is the stage of testing and improving solutions. The students moved to the makerspace designated for the “Prototype stage”, which included the fourth objective of the skills of designing an educational video game with a visual identity, which is “programming the game using the Scratch program” (Figure 5). where they create prototypes for designing the game by adding game programming codes, such as sound, control, and movement codes, as well as review the game and modify its elements. The place was equipped with tools for testing and improving solutions, such as plastic cubes to help in learning programming, PowerPoint, YouTube, PDF, electronics tools, computers, and projects, etc. It resulted in the projects being presented and the students testing their prototypes with pre-service kindergarten teachers and making improvements based on their feedback.
    Education 14 00718 g005
    Figure 5. Prototyping a video game to discover Al-Ula’s historical monuments.
    Figure 5. Prototyping a video game to discover Al-Ula’s historical monuments.
    Education 14 00718 g005
  • Testing: Testing involved initial interactions with pre-service kindergarten teachers, discussing all the comments and analytical analyses, monitoring their interaction with the games, and seeking their opinions.
Once the experiment had finished, the educational video games with visual identities produced (Figure 6, Figure 7, Figure 8 and Figure 9) by both the control and the experimental groups were evaluated using the product quality assessment card and the scale of design thinking skills was applied. The data collected from these instruments were processed, analyzed, discussed, and interpreted as follows.

9. Data Analysis and Results

In this study, we identified the impact of using the design thinking approach in a makerspace on developing pre-service teachers’ educational video games with visual identities and design thinking skills.
A pre-assessment of design thinking skills was used before implementing the experimental intervention to ensure homogeneity between the experimental and control groups (Table 1).
As shown in Table 1, the independent t-test revealed that there were no significant differences between the experimental and control groups before applying the experiment (t = 0.074, p > 0.05). Hence, they were considered homogeneous.
An independent samples t-test were also used to determine the significance of differences in the quality of the final product (video game with a visual identity) between the experimental and the control groups. Table 2 shows these results.
As shown in Table 2, there were statistically significant differences (t = 17.61, p ≤ 0.05) in the mean scores of students between the experimental (M = 69.47; S.D. = 5.17) and the control (M = 35.00; S.D. = 10.91) groups in product quality in favor of the experimental group. Therefore, the first hypothesis was accepted.
A design thinking skills assessment (post-assessment) was conducted again once the intervention was completed. Table 3 shows the independent t-test for post-intervention assessment for the experimental and control groups.
The t-test analysis found statistically significant differences (t = 34.55, p ≤ 0.05) in the mean scores of students between the experimental (M = 51.11; S.D. = 5.21) and control (M =12.21; S.D. = 4.59) groups on the design thinking skills scale, favoring the experimental group. Thus, the second hypothesis was accepted. This can be attributed to the impact of integrating the design thinking approach in a makerspace on the development of practical design thinking skills.
The findings of this study are in agreement with the studies of Cross [57], Akhil et al. [29], Hatzigianni et al. [56], Becker and Lock [36], Zainal et al. [55], Tsai and Wang [28], Henriksen et al. [54], Sohaib et al. [62], Koh et al. [58], and Fabri [61]. The studies indicate that applying design thinking approach elements such as empathy, definition, ideation, and prototyping with different tools in the makerspace incorporates cognitive abilities, thinking skills, and practices used by designers to address problems and generate new ideas. Assembling a multidisciplinary team with diverse expertise allows the group to gain a deeper understanding of the issue at hand, facilitating problem-solving and product development. Additionally, when this design process occurs in collaborative workspaces for jointly tackling challenges, where individuals can convene for creativity, innovation, and learning using different tools and methods, it enhances productivity and provides novel ways of learning in an optimal environment. Implementing a design thinking approach in a makerspace saves time and enables the exchange of focused experiences and perspectives among members of the team.

10. Discussion

This research demonstrated the impact of using design thinking in makerspaces on developing pre-service teachers’ design skills of educational video games with more emphasis on the visual identity. The integration of the design thinking methodology in a makerspace had an effect on enhancing creativity, fostering practical design skills, and promoting collaboration among pre-service teachers in producing a high-quality video game product. Working in interdisciplinary teams allowed for the exchange of ideas and experiences. Pre-service kindergarten teachers helped clarify the problem they faced in solving kindergarten students’ issues, while pre-service art teachers aided in selecting appropriate drawings and images to address the problem. Pre-service educational technology teachers played a role in using computer programs and game programming. The collaboration and assistance among team members significantly improved the creative ideas for solving the visual identity problem in educational video games. Additionally, the enjoyment of the experience positively influenced the participants’ intentions to engage in learning.
The diversity of tools available in the makerspace, including both electronic and traditional tools, increased the motivation and enthusiasm of pre-service teachers in utilizing different tools. Colors, drawing papers, and pens greatly facilitated the note-taking during brainstorming sessions and the creation of characters and scenarios, thus stimulating learners’ creativity and clarifying their ideas for educational video games design. The use of cubes helped clarify programming concepts using Scratch software, which was used for game programming. PowerPoint presentations and YouTube videos served as complementary electronic tools to traditional tools in the production of the final form of the educational video game with a visual identity.
According to the results, answering the second question, the integration of a design thinking methodology in a makerspace had an impact on the development of pre-service teachers’ design thinking skills. The makerspace was divided into four work areas according to the stages of the design thinking process (empathize, define, ideate, and prototype). These areas served as organized steps followed by pre-service teachers in designing the visual identity in educational video games. This allowed them to think freely and in an organized manner in identifying the problem and understanding real-world issues.
The exchange of knowledge and experiences among teachers facilitated the sharing of innovative ideas, discussions, and modifications. Pre-service teachers had the freedom to move within the makerspace between different stages of the design thinking process, which provided flexibility and diversity in their participation without restrictions from the teacher’s instructions. This contributed to improving their opinions and facilitated the exchange of creative ideas about the visual identity in educational video games that align with the community, its characteristics, history, civilization, environment, and societal norms and values.
On the other hand, the control group in the study followed a more traditional and linear design process. For example, they relied on assumptions and general knowledge about the target audience (kindergarten children) instead of conducting extensive user research. The control group’s design process was sequential and primarily based on the expertise of the design team members, with limited collaboration with educators. They explored fewer alternative solutions and were less inclined to question assumptions or seek innovative ideas. As a result, their designs were less tailored to the specific needs of the audience and potentially lacked engagement and effectiveness. They also exhibited less innovation and creativity compared to the experimental group.
The integration of a design thinking approach in the makerspace aligns with the principles of Piaget’s constructivism and Vygotskian’s social constructivism [36,37,38,39,40]. Pre-service teachers should engage in an open-ended process of ideation, prototyping, and iterative problem-solving to learn actively and interactively about the design of video games and visual identity. Applying the design thinking approach within a makerspace has a collaborative nature that promotes social interactions, where learners work together, share ideas, provide feedback, and learn from each other. The presence of instructors and peers in the makerspace setting can offer scaffolding to learners and help them operate within their “zone of proximal development” and advance their understanding and design skills.

11. Conclusions

The analysis and results presented indicate that the use of a design thinking approach in makerspaces can effectively contribute to pre-service teachers’ training in the field of educational video games. By combining the concepts of design thinking approach and visual identity design, teachers are able to develop their skills in game design that align with the goals of the educational process while respecting the community’s identity. Visual identity is a powerful tool that teachers can use to build a sense of community and identity among students and teachers, while conveying the values of the school and the community and their mission.
This research emphasizes the importance of incorporating elements of the design thinking approach such as empathy, definition, ideation, and prototyping in makerspaces within classrooms to develop teacher education. It indicates that adopting this approach stimulates the participation of pre-service teachers and enhances their creative and innovative thinking. It also generates creative and high-quality ideas for the visual identity of educational video games, leading to improved educational practices and enhancing the learning experience for students in relation to educational video games.
This study can act as a roadmap for those developing educational games with a visual identity and on how to apply the design thinking approach in a makerspace setting. The research can also raise awareness among instructors of technology design courses about the impact of employing the design thinking approach on the quality of student products and improving students’ design thinking skills.
This research suggests the need for further research to explore more ways and techniques that promote the use of the design thinking approach in makerspaces for designing educational video games and enhancing teacher education. This requires ongoing collaboration between researchers, teachers, and game developers to develop tools and educational resources that incorporate best practices in this field. It also recommends conducting studies that examine the impact of the design thinking approach in makerspaces on students with different cognitive styles such as ambiguity tolerant/intolerant and field dependence/independence. Researchers can further explore the roles played by individual factors such as age, grade level, and school level status in learning within makerspaces. Future qualitative research is recommended to explore the broader effect of employing a design thinking approach in terms of creativity, cooperation, and working in teams. It highlights the importance of conducting more studies on the design skills of educational video games with a visual identity using different educational technologies, considering its impact on students’ learning outcomes.

Author Contributions

Conceptualization, Y.A.M.Z. and E.N.A.M.; methodology, Y.A.M.Z. and E.N.A.M.; software, Y.A.M.Z. and E.N.A.M.; validation, Y.A.M.Z. and E.N.A.M.; formal analysis, Y.A.M.Z. and E.N.A.M.; investigation, Y.A.M.Z. and E.N.A.M.; resources, Y.A.M.Z. and E.N.A.M.; data curation, Y.A.M.Z. and E.N.A.M.; writing—original draft preparation, Y.A.M.Z. and E.N.A.M.; writing—review and editing, Y.A.M.Z. and E.N.A.M.; visualization, Y.A.M.Z. and E.N.A.M.; supervision, Y.A.M.Z. and E.N.A.M.; project administration, Y.A.M.Z. and E.N.A.M.; funding acquisition, E.N.A.M. All authors have read and agreed to the published version of the manuscript.

Funding

This work was supported by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research (Project No. KFU241259).

Institutional Review Board Statement

This study was conducted in accordance with the Declaration of Helsinki and approved by the Research Ethics Committee at King Faisal University (KFU-REC-2023-NOV-ETHICS1660).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Data are contained within the article.

Conflicts of Interest

The authors declare no conflicts of interest.

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Figure 1. Product quality card.
Figure 1. Product quality card.
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Figure 2. Design thinking scale.
Figure 2. Design thinking scale.
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Figure 3. A mix of manual and digital tools used in the makerspace.
Figure 3. A mix of manual and digital tools used in the makerspace.
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Figure 4. Intervention model.
Figure 4. Intervention model.
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Figure 6. Video game about Saudi Arabian money.
Figure 6. Video game about Saudi Arabian money.
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Figure 7. Video game about the kings of Saudi Arabia.
Figure 7. Video game about the kings of Saudi Arabia.
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Figure 8. Video game about historical places in Al-Ula.
Figure 8. Video game about historical places in Al-Ula.
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Figure 9. Video game about holy places in Saudi Arabia.
Figure 9. Video game about holy places in Saudi Arabia.
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Table 1. Independent samples t-test for pre-intervention design thinking skills.
Table 1. Independent samples t-test for pre-intervention design thinking skills.
GroupNMeanS.D.tdfSig
Control389.473.020.074740.942
Experimental389.423.21
Table 2. Independent samples t-test for post-intervention product quality.
Table 2. Independent samples t-test for post-intervention product quality.
GroupN MeanS.D.tdfSig
Control3835.0010.9117.61740.000
Experimental3869.475.17
Table 3. Independent samples t-test for post-intervention design thinking skills.
Table 3. Independent samples t-test for post-intervention design thinking skills.
GroupNMeanS.D.tdfSig
Control3812.214.5934.55740.00
Experimental3851.115.21
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MDPI and ACS Style

Zaky, Y.A.M.; Al Mulhim, E.N. Teacher Education: Design Thinking Approach in Makerspaces to Produce Quality Educational Video Games with a Visual Identity and Improve Design Thinking Skills. Educ. Sci. 2024, 14, 718. https://doi.org/10.3390/educsci14070718

AMA Style

Zaky YAM, Al Mulhim EN. Teacher Education: Design Thinking Approach in Makerspaces to Produce Quality Educational Video Games with a Visual Identity and Improve Design Thinking Skills. Education Sciences. 2024; 14(7):718. https://doi.org/10.3390/educsci14070718

Chicago/Turabian Style

Zaky, Yara Ahmed Mohebeldin, and Ensaf Nasser Al Mulhim. 2024. "Teacher Education: Design Thinking Approach in Makerspaces to Produce Quality Educational Video Games with a Visual Identity and Improve Design Thinking Skills" Education Sciences 14, no. 7: 718. https://doi.org/10.3390/educsci14070718

APA Style

Zaky, Y. A. M., & Al Mulhim, E. N. (2024). Teacher Education: Design Thinking Approach in Makerspaces to Produce Quality Educational Video Games with a Visual Identity and Improve Design Thinking Skills. Education Sciences, 14(7), 718. https://doi.org/10.3390/educsci14070718

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