Gaming Design Thinking: Wicked Problems, Sufficient Solutions, and the Possibility Space of Games

ABSTRACT

The multiple conceptualizations of design thinking make it difficult to implement and teach in TPC, especially given classroom constraints. We propose a framework (mind-set and process) that balances knowing with the thinking/doing of design thinking. This framework is effectively implemented through game design. We demonstrate that game design increases students’ ability to iterate and solve macro- and micro-level problems along with their ability to approach unfamiliar or ill-structured tasks while facing such wicked problems.

KEYWORDS:

• Classroom research
• computer-based learning
• curriculum design
• digital technologies
• pedagogical theory
• history of technical communication
• interaction design
• design of communication

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Laquana Cooke

Laquana Cooke is an Assistant Professor at West Chester University. She develops courses in Digital Humanities and Game Design/Development. Her research on critical pedagogy and media criticism, has been published in IEEE, Games Studies, and Changing English.

Lisa Dusenberry

Lisa Dusenberry is an Assistant Professor at Georgia Southern University. Her research focuses on psychological safety, collaboration, coding, and TCP teaching strategies. Her work has been published in Computers and Composition, IEEE ProComm and JTWC..

Joy Robinson

Joy Robinson is a Manager of User Experience at Northrop Grumman Corporation and a lecturer at the University of Alabama in Huntsville. Her work has been published in TPC journals, and she investigates the intersection between technology makers and users and co-administers the university UX Lab.