The purposes of this study are 1) to explore the concept of design thinking/human‐centred design as expressed across the literature, using a systematic content analysis methodology, and 2) to arrive at empirically‐based implications and recommendations for the instructional design field drawn from this search and analysis. Since 2000, design thinking has been highly sought after and is increasingly applied to novel challenges. Since then, it has become a force of innovation in business, and a point of contention in design—having created a reductionist perspective of design which has simultaneously become a buzzword for innovation. In the instructional design field, practitioners incorporate the methods used into new design models, and scholars frame new theories within its bounds. Through this process, the meaning and nature of the concept have become complex and clouded. This paper reports results of a systematic content analysis involving examination of 12 databases, analysing 1075 abstracts for fit and identifying 11 core articles. An extended literature review, including more than 70 non‐core articles selected from the study data pool, provides a foundation for analysis of the 11 core articles. Results include analysis of the core articles for themes, industry and common citations; recommendations and implications for the instructional design field are drawn from the literature, as well as recommendations for future research.

中文翻译：

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设计思想的具体化：对设计思想和以人为本的设计的系统性和扩展性文献综述的内容分析

这项研究的目的是：1）使用系统的内容分析方法，探索文献中表达的设计思维/以人为本的设计概念； 2）得出基于经验的教学设计领域的启示和建议从此搜索和分析中得出。自2000年以来，设计思维一直备受追捧，并越来越多地应用于新的挑战。从那时起，它已成为业务创新的力量和设计的争论点，创造了简化的设计观点，同时又成为创新的流行语。在教学设计领域，从业人员将所使用的方法整合到新的设计模型中，而学者则在其范围内构筑新的理论。通过这个过程，这个概念的含义和性质变得复杂而晦暗。本文报告了系统内容分析的结果，该内容包括检查12个数据库，分析1075个摘要以进行拟合并确定11篇核心文章。扩展的文献综述，包括从研究数据库中选择的70多篇非核心文章，为分析11篇核心文章奠定了基础。结果包括对主题，行业和常见引文的核心文章的分析；对教学设计领域的建议和启示来自文献，以及对未来研究的建议。扩展的文献综述，包括从研究数据库中选择的70多篇非核心文章，为分析11篇核心文章奠定了基础。结果包括对主题，行业和常见引文的核心文章的分析；对教学设计领域的建议和启示来自文献，以及对未来研究的建议。扩展的文献综述，包括从研究数据库中选择的70多篇非核心文章，为分析11篇核心文章奠定了基础。结果包括对主题，行业和常见引文的核心文章的分析；对教学设计领域的建议和启示来自文献，以及对未来研究的建议。