PACIS 2022 Proceedings

Paper Number



The purposes of this study include (1) understand the learning effect of integrating design thinking into information service innovation education and (2) advanced understanding the factors that can improve students’ learning effect. From the perspectives of different thinking styles and teaching designs, a quasi-experimental design approach was used in this study to complete a systematic scientific investigation. A total of 88 valid questionnaires were collected, of which, 46 were from students who were in a design-thinking-integrated class, and 42 were in a traditional class (no design thinking integration). The main findings include (1) right-brained students showed a better learning effect in both teaching environments, (2) left-brained students performed well in the traditional teaching environment, but still worse than right-brained students, (3) dual-brained students performed worse than left-or right-brained students in both teaching environments, (4) there is a significant difference between the learning effect of dual-brained and right-brained students.


Paper Number 1130



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