Design thinking and virtual reality continue to infiltrate the K-12 landscape, with incredible promise for fostering deeper engagement with content. Design thinking in particular embodies maker education’s beliefs in learning through building, but with the added caveat of solving real-world problems with the consideration of others’ perspectives. For leveraging the benefits of design thinking, understanding the perspective of the other person can be crucial. In this phenomenological study, thirteen high school students participated in a Design Thinking class which used two different media— one immersive virtual reality video, and one non-immersive traditional documentary— as a means to kickstart the design thinking process. Results showed that the traditional documentary allowed students to brainstorm problems to solve, while a more immersive media evoked stronger feelings in students and prompted more action; both media appear to help gain perspective. This research provides implications on how media immersion influences problem solving with design thinking.

设计思维和虚拟现实继续渗透到 K-12 领域，为促进更深入的内容互动带来了令人难以置信的前景。设计思维尤其体现了创客教育通过构建学习的信念，但同时也需要注意考虑他人的观点来解决现实世界的问题。为了发挥设计思维的优势，理解他人的观点至关重要。在这项现象学研究中，十三名高中生参加了设计思维课程，该课程使用两种不同的媒体（一种沉浸式虚拟现实视频和一种非沉浸式传统纪录片）作为启动设计思维过程的手段。结果表明，传统的纪录片可以让学生集思广益地解决问题，而更具沉浸感的媒体可以唤起学生更强烈的感受并促使他们采取更多行动；这两种媒体似乎都有助于获得观点。这项研究揭示了媒体沉浸如何影响用设计思维解决问题。