Phenomenon-Based Learning Activities to Enhance Product Design Skills in the 21st Century for Design Education Students

The objective of this research was to compare the learning achievement of students in the Industrial Design Education Program at King Mongkut’s Institute of Technology Ladkrabang (KMITL) using phenomenon-based learning (PhenoBL) to enhance 21st century product design skills and examine the factors supporting product design. The population consisted of 60 students in the Industrial Design Education Program, and the sample group was selected using the proportionate stratified random sampling method, resulting in a total of 54 first- and second-year students who registered for the Fundamental Design course. The research tool was a structured interview. Collected data were analyzed using a paired samples t-test, exploratory factor analysis (EFA), and multiple regression analysis to determine whether systematic thinking with analysis, creativity, and flexible thinking for product design enhanced learners’ creative thinking. The level of knowledge and skills before and after the activities was correlated (p < .000) positively (r = 0.695). Post-activity scores were significantly higher than those before the activities (P < .05). The exploratory research results indicated that 12 variables were consolidated into four factors: reflection for design innovation development, integrated phenomenon analysis, prototype creation via systematic thinking, and contextual inquiry for design. The multiple regression analysis results demonstrated that the new learning activities activated inner self-perception, stimulated the learners’ creative thinking development to create actual work, and efficiently led to systematic thinking and lifelong learning.