Volume 4, Issue 3 (September 2025)
IJER 2025, 4(3): 1-20 |
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Abolhassani Z. (2025). Predicting the Effect of Design Thinking based Story-telling on Health and Resilience in Middle School Students: Moderating Role of Feedback. IJER. 4(3), 1-20.
URL: http://ijer.hormozgan.ac.ir/article-1-91-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-91-en.html
Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran , z.ablhasani66@cfu.ac.ir
Abstract: (1313 Views)
Objective: This study aimed to investigate the impact of an educational intervention based on design thinking combined with storytelling on students’ resilience, with a focus on the moderating role of feedback.
Methods: A total of 120 students from a public school in Tehran completed the Resilience Scale. Based on the initial assessment, 78 students were randomly assigned to four groups. Group 1 received design thinking instruction with both teacher-written feedback and student self-assessment. Group 2 received design thinking instruction with teacher-written feedback only. Group 3 received design thinking instruction without feedback. Group 4 served as the control group and received no intervention. The intervention lasted one semester.
Results: The findings indicated a significant improvement in resilience among students who participated in the intervention compared to the control group. The greatest gains were observed in Group 1, where students received both teacher feedback and engaged in self-assessment.
Conclusions: Incorporating design thinking and storytelling, supported by diverse feedback mechanisms, can effectively enhance student resilience. The combination of teacher-written feedback and student self-assessment appears to yield the most substantial improvements, highlighting the importance of integrating multiple feedback strategies in educational practice.
Methods: A total of 120 students from a public school in Tehran completed the Resilience Scale. Based on the initial assessment, 78 students were randomly assigned to four groups. Group 1 received design thinking instruction with both teacher-written feedback and student self-assessment. Group 2 received design thinking instruction with teacher-written feedback only. Group 3 received design thinking instruction without feedback. Group 4 served as the control group and received no intervention. The intervention lasted one semester.
Results: The findings indicated a significant improvement in resilience among students who participated in the intervention compared to the control group. The greatest gains were observed in Group 1, where students received both teacher feedback and engaged in self-assessment.
Conclusions: Incorporating design thinking and storytelling, supported by diverse feedback mechanisms, can effectively enhance student resilience. The combination of teacher-written feedback and student self-assessment appears to yield the most substantial improvements, highlighting the importance of integrating multiple feedback strategies in educational practice.
Type of Study: Original |
Subject:
Educational Studies
Received: 2023/12/4 | Accepted: 2024/12/16 | Published: 2025/09/1
Received: 2023/12/4 | Accepted: 2024/12/16 | Published: 2025/09/1
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