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Learning by Evaluating as an Interview Primer to Inform Design Thinking

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Title: Learning by Evaluating as an Interview Primer to Inform Design Thinking
Language: English
Authors: Scott Thorne (ORCID 0000-0002-3742-8903), Nathan Mentzer (ORCID 0000-0001-9788-7901), Scott Bartholomew (ORCID 0000-0002-1680-2433), Greg J. Strimel (ORCID 0000-0002-4847-4526), Jason Ware (ORCID 0000-0003-4615-3451)
Source: International Journal of Technology and Design Education. 2025 35(3):1013-1030.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2101235
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Design, Teaching Methods, Feedback (Response), Reflection, Critical Thinking, Undergraduate Students, Interviews, Qualitative Research
DOI: 10.1007/s10798-024-09933-2
ISSN: 0957-7572
1573-1804
Abstract: This conceptual replication study, building upon Bartholomew (2020), addresses a notable gap in the literature by investigating the potential of using learning by evaluating (LbE) as an interview primer for individual assignments in design coursework. While peer feedback commonly involves both giving and receiving feedback, LbE uniquely focuses on the benefits of giving feedback to engage students actively in learning, reflection, and critical thinking. In this study, the LbE process is utilized to foster student insights that may be transferred to their own work in the preparation and conducting of qualitative research interviews. Conducted as a quasi-experimental study in an entry-level design thinking course with a large sample of undergraduate students (n = 325) this research explores specific ways that exposure to LbE as an evaluative process enhances students' abilities to perform qualitative research interviews, even without explicit teacher feedback. Findings, consistent with previous studies on LbE, indicate that students exposed to the intervention prepared a higher proportion of open-ended questions in their interview guides, demonstrating improved preparation for each interview. However, the transfer of preparation to performance revealed that certain skills such as asking probing questions and prompting for information, beyond the scope of the preparation of an interview guide, may have contributed to the observation that interview lengths did not significantly improve. Methodologically, this study employed random sampling, and a comparisons of treatment and control group interview guides and interview duration were conducted through independent samples t-tests. The significance of these findings suggest that LbE is an effective pedagogical strategy, specifically for individualized student work, expanding upon findings of previous studies. Educators and researchers may find this exploration of peer feedback through LbE on design thinking and qualitative research interviews to be of particular value as they seek to optimize the impact of peer feedback in enhancing student learning experiences.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485234
Database: ERIC
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  Data: This conceptual replication study, building upon Bartholomew (2020), addresses a notable gap in the literature by investigating the potential of using learning by evaluating (LbE) as an interview primer for individual assignments in design coursework. While peer feedback commonly involves both giving and receiving feedback, LbE uniquely focuses on the benefits of giving feedback to engage students actively in learning, reflection, and critical thinking. In this study, the LbE process is utilized to foster student insights that may be transferred to their own work in the preparation and conducting of qualitative research interviews. Conducted as a quasi-experimental study in an entry-level design thinking course with a large sample of undergraduate students (n = 325) this research explores specific ways that exposure to LbE as an evaluative process enhances students' abilities to perform qualitative research interviews, even without explicit teacher feedback. Findings, consistent with previous studies on LbE, indicate that students exposed to the intervention prepared a higher proportion of open-ended questions in their interview guides, demonstrating improved preparation for each interview. However, the transfer of preparation to performance revealed that certain skills such as asking probing questions and prompting for information, beyond the scope of the preparation of an interview guide, may have contributed to the observation that interview lengths did not significantly improve. Methodologically, this study employed random sampling, and a comparisons of treatment and control group interview guides and interview duration were conducted through independent samples t-tests. The significance of these findings suggest that LbE is an effective pedagogical strategy, specifically for individualized student work, expanding upon findings of previous studies. Educators and researchers may find this exploration of peer feedback through LbE on design thinking and qualitative research interviews to be of particular value as they seek to optimize the impact of peer feedback in enhancing student learning experiences.
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