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.

中文翻译：

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游戏设计思维：恶问题、充分解、游戏的可能性空间

摘要 设计思维的多重概念使得在 TPC 中实施和教学变得困难，尤其是在课堂限制的情况下。我们提出了一个框架（思维定式和过程），以平衡设计思维的思考/行动。这个框架是通过游戏设计有效实现的。我们证明游戏设计提高了学生迭代和解决宏观和微观问题的能力，以及他们在面对这些棘手问题时处理不熟悉或结构不良的任务的能力。