Implementation of Design Thinking in Film and Television Education: A Comprehensive Analysis
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Abstract
The implementation of design thinking in film and television education represents a critical challenge as traditional pedagogical approaches struggle to meet evolving industry demands. This study evaluates the effectiveness of design thinking integration in a Chinese art university's film and television program through three objectives: assessing teaching and learning implementation effectiveness, measuring creative thinking skills development, and analyzing collaborative performance impact. Using a mixed-methods approach over 18 months, the study examined 15 freshman students and 15 faculty members, employing validated instruments including the Learning Environment Assessment Questionnaire (LEAQ), Creative Thinking Development Scale (CTDS), and Collaborative Performance Evaluation Rubric (CPER). Results revealed significant improvements across all measured dimensions: media implementation achieved the highest effectiveness score (4.27/5.0) with 92% student engagement; creative thinking showed substantial development, particularly in flexibility (66.5% increase) and originality (54.1% increase); and collaborative performance demonstrated progressive improvement from initial planning (82%) to final delivery (94%). The study uncovered a novel correlation between media implementation quality and creative thinking development, suggesting that technological integration serves as a catalyst for creativity in specialized media education. These findings provide empirical evidence for the effectiveness of design thinking in film and television education while offering a framework for implementation in similar specialized educational contexts.
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