老化，是我們人生都會經歷的一個階段。隨著全球高齡者人口比例逐年攀高，高齡者及其衍生之相關問題成為全球關注的焦點。有研究指出年齡歧視會對高齡者的身心健康及生活造成負面影響，但已有研究證實透過教育介入可以改善其問題。本研究採前實驗設計，以台北市某大專院校之16名學生為研究對象，設計為期16週之PBL課程，將高齡議題融入課程中，讓學習者運用設計思考嘗試解決高齡者在日常生活中可能會面對的問題，以觀察學習者在課程前後對高齡者之態度與觀感、創意自我效能、學習動機之變化，並輔以質性訪談，了解學習者對設計思考、遊戲化和問題解決過程之看法。研究結果發現，在對高齡者態度方面，其「心理與認知」面向呈現顯著提升，顯示透過課程可以改善學習者對高齡者的心理狀態與理解印象認知；在創意自我效能方面，其整體及「抗衡負面評價信念」面向呈現顯著提升，顯示透過課程可以提升學習者整體創意自我信念程度，以及在製作創意作品時較能抵抗外在負面評價。此外，透過訪談得知：學習者認為本課程有助於改善自身對高齡者之觀感印象；認同運用設計思考有助於進行創意發想、增進對同理心的理解以及提升問題解決能力；以及認為遊戲化可以增添趣味性、提高使用者的使用動機，以及能以有趣的方式解決問題。

Aging is a stage that everyone experiences in their life. As the proportion of the elderly in the global population continues to rise, issues related to the elderly have become a focus of global attention. Some studies indicate that ageism can have negative impacts on the physical and mental health, as well as the overall life of the elderly. However, there is evidence that intervention through education can better these issues. This research involved 16 students as participants with a pre-experimental design and implemented a 16-week PBL course that integrated issues related to the elderly into the course. This course lets learners apply design thinking to resolve potential challenges faced by the elderly in their daily lives. The study aims to observe changes in learners' attitudes and perceptions towards the elderly, creative self-efficacy, and motivation for learning. Qualitative interviews were conducted to understand learners' perspectives on design thinking, gamification, and the problem-solving process in the course. The study's findings indicate a significant improvement in attitudes toward the elderly, particularly in the "psychological and cognitive" aspect. That is to say, the course effectively improves learners for the elderly related to mental state and understanding of impressions. Moreover, overall creative self-efficacy and resisting negative evaluation beliefs have significant improvement. In other words, after the course, they were better equipped to enhance their creative self-efficacy performance and were more resilient to external negative evaluations when creating their projects. Furthermore, learners think that the course can change their perceptions of the elderly. They acknowledged that design thinking can stimulate creative ideation, enhance empathy, and improve problem-solving skills. Additionally, learners also think that gamification can add interest, enhance user motivation, and provide an enjoyable way to resolve problems.

中文文獻
王聖銘、黃絜如、林書瑄（2019）。發展面試互動情緒感知與評量機器人之設計思考。數位學習科技期刊，11(2)，87-114。
吳孟恬、董佩瑜、周春珍（2017）。青少年參與老人機構代間服務學習課程之效益。臺灣老人保健學刊，13(1&2)，1-11。
林俊德（2017）。大學生參與主題式代間園藝治療活動之老人態度與個人成長效益初探。輔導季刊，53(3)，31-42。
侯佳惠（2017）。導入服務學習課程促發學生老化知識，態度與服務老人意向之翻轉行動教學分析-以社會工作系學生為例。福祉科技與服務管理學刊，5(2)。
洪素蘋（2004）。重要他人回饋、創意自我效能、內、外在動機對創意行為的影響：社會認知理論為基礎的結構方程模式檢驗〔未出版之碩士論文〕。國立交通大學教育研究所。
洪榮昭、陳美蓮、葉建宏、陳柏熹（2020）。青少年創意自我效能、競賽投入與參加競賽的價值之關係－以IEYI 世界青少年創客發明展選拔賽為例。教育心理學報，51(3)，457-481。
唐永泰（2019）。問題導向學習教學在國際行銷課程之應用與實踐。教學實踐與創新，2(2)，75-114。
高潔純（2018）。應用 Kolb 體驗學習圈改善護生對高齡者的態度。澳門護理雜誌，16(1-2)，1-6。
高麗娜、苗迺芳、蕭伃伶（2021）。高中學生對老人與長照機構態度之研究。新臺北護理期刊，23(2)，24-35。
國家發展委員會（2020）。中華民國人口推估（2020 至 2070 年）。國家發展委員會人口推估查詢系統。https://pop-proj.ndc.gov.tw。
張春興（2013）。教育心理學：三化取向的理論與實踐 重修二版。臺灣東華書局。
張原誠、蕭佳純（2016）。學生美感經驗、創意自我效能與創造力：教師創造力教學有效嗎？。教育實踐與研究，29(2)，65-104。
陳伊如、邱怡玟、龍紀萱（2019）。老年歧視概念分析。台灣公共衛生雜誌，38(5)，470-477。
陳毓璟（2014）。代間學習策略融入社會老年學之學習歷程與成效研究。教育科學研究期刊，59(3)，1-28。
陳毓璟（2019）。大學生健康老化多元創意教學課程之成效研究：從健康覺察到行動。教育科學研究期刊，64(2)，161-190。
陳碩菲（2020）。多元教學策略融入老化教育對大學生的影響。兩岸職業教育論叢，4(1)，58-71。
陳聰堅、陳靜毅（2019）。老化教育融入幼兒園教保活動之主題課程案例研討。福祉科技與服務管理學刊，7(4)，347-362。
陸洛、高旭繁 （2009）。臺灣民眾對老人的態度：量表發展與信效度初探。教育與心理研究，32(1)，147-171。
楊心怡、李啟嘉（2015）。問題導向學習對法律系大學生問題解決能力及自我導向學習之研究。教育科學研究期刊，60(1)，131-155。
劉青雯（2021）。問題導向學習導入教師專業發展工作坊之行動研究。教育研究月刊，202106(326)，115-132。
蕭佳純（2017）。國小學童正向情緒與創造力關聯之研究：以創造力傾向及創意自我效能為中介變項。教育研究與發展期刊，13(4)，57-84。

英文文獻
Aflatoony, L., Wakkary, R., & Neustaedter, C. (2018). Becoming a design thinker: assessing the learning process of students in a secondary level design thinking course. International Journal of Art & Design Education, 37(3), 438-453.
Ali, S. S. (2019). Problem Based Learning: A Student-Centered Approach. English language teaching, 12(5), 73-78.
Almaghaslah, D., Alsayari, A., Alyahya, S. A., Alshehri, R., Alqadi, K., & Alasmari, S. (2021). Using Design Thinking Principles to Improve Outpatients’ Experiences in Hospital Pharmacies: A Case Study of Two Hospitals in Asir Region, Saudi Arabia. Healthcare, 9(7), 854-864. Multidisciplinary Digital Publishing Institute.
Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2016). The effect of problem based learning (PBL) instruction on students’ motivation and problem solving skills of physics. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 857-871.
Auernhammer, J., & Roth, B. (2021). The Origin and Evolution of Stanford University’s Design Thinking: From Product Design to Design Thinking in Innovation Management. Journal of Product Innovation Management, 1-22.
Augustin, F., & Freshman, B. (2016). The effects of service-learning on college students’ attitudes toward older adults. Gerontology & geriatrics education, 37(2), 123-144.
Ayalon, L., Dolberg, P., Mikulionienė, S., Perek-Białas, J., Rapolienė, G., Stypinska, J., Willińska, M., & de la Fuente-Núñez, V. (2019). A systematic review of existing ageism scales. Ageing research reviews, 54, 100919.
Ayyildiz, Y., & Tarhan, L. (2018). Problem-based learning in teaching chemistry: enthalpy changes in systems. Research in Science & Technological Education, 36(1), 35-54.
Baik, S., & Davitt, J. K. (2021). Factors Associated With Attitudes Toward Older Adults in Social Work Students: A Systematic Review. Journal of Gerontological Social Work, 1-20.
Balakrishnan, B. (2021). Exploring the impact of design thinking tool among design undergraduates: a study on creative skills and motivation to think creatively. International Journal of Technology and Design Education, 1-14.
Barrows, H. (1996). Problem‐based learning in medicine and beyond: A brief overview. New directions for teaching and learning, 1996(68), 3-12.
Barrows, H. (2002). Is it truly possible to have such a thing as dPBL?. Distance Education, 23(1), 119-122.
Beauvais, A., Foito, K., Pearlin, N., & Yost, E. (2015). Service learning with a geriatric population: Changing attitudes and improving knowledge. Nurse educator, 40(6), 318-321.
Beghetto, R. A. (2009). Correlates of intellectual risk taking in elementary school science. Journal of the Research in Science Teaching, 46(2), 210-223.
Besemer, S. P., & O'Quin, K. (1999). Confirming the three-factor creative product analysis matrix model in an American sample. Creativity Research Journal, 12(4), 287-296.
Besemer, S. P., & Treffinger, D. J. (1981). Analysis of creative products: review and synthesis. The Journal of Creative Behavior.
Bodner, E., Bergman, Y. S., & Cohen-Fridel, S. (2012). Different dimensions of ageist attitudes among men and women: A multigenerational perspective. International Psychogeriatrics, 24(6), 895-901.
Breytspraak, L., & Badura, L. (2015). Facts on Aging Quiz (revised; based on Palmore (1977; 1981)). Retrieved from http://info.umkc.edu/aging/quiz/.
Brown, T. (2008). Design thinking. Harvard business review, 86(6), 84.
Burnes, D., Sheppard, C., Henderson Jr, C. R., Wassel, M., Cope, R., Barber, C., & Pillemer, K. (2019). Interventions to reduce ageism against older adults: A systematic review and meta-analysis. American Journal of Public Health, 109(8), 1-9.
Byrge, C., & Tang, C. (2015). Embodied creativity training: Effects on creative self-efficacy and creative production. Thinking Skills and Creativity, 16, 51-61.
Cao, J., & Zhao, R. (2018). Research about problem-based learning mode in education reformation of numerical computation method course. The International Journal of Electrical Engineering & Education, 56(4), 285-292.
Carlgren, L., Rauth, I., & Elmquist, M. (2016). Framing design thinking: The concept in idea and enactment. Creativity and Innovation Management, 25(1), 38-57.
Catz, B., Sabag, N., & Gero, A. (2018). Problem based learning and students’ motivation: the case of an electronics laboratory course. International journal of engineering education, 34(6), 1838-1847.
Chang, E. S., Kannoth, S., Levy, S., Wang, S. Y., Lee, J. E., & Levy, B. R. (2020). Global reach of ageism on older persons’ health: A systematic review. PloS one, 15(1), e0220857.
Chang, Y. S., Chen, M. Y. C., Chuang, M. J., & Chou, C. H. (2019). Improving creative self-efficacy and performance through computer-aided design application. Thinking Skills and Creativity, 31, 103-111.
Chen, C. H., Hung, H. T., & Yeh, H. C. (2021). Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners. Journal of Computer Assisted Learning, 37(3), 851-860.
Cheng, W. L. S. (2021). Roles of Knowledge and Attitude in the Willingness of Nursing Students to Care for Older Adults in Hong Kong. International Journal of Environmental Research and Public Health, 18(15), 7757.
Cheng, W. L. S., Ma, P. K., Lam, Y. Y., Ng, K. C., Ling, T. K., Yau, W. H., Chui, Y. W., Tsui, H. M., & Li, P. P. (2020). Effects of Senior Simulation Suit Programme on nursing students' attitudes towards older adults: A randomized controlled trial. Nurse education today, 88, 104330.
Chonody, J. M. (2015). Addressing ageism in students: A systematic review of the pedagogical intervention literature. Educational Gerontology, 41(12), 859-887.
Clark, R. M., Stabryla, L. M., & Gilbertson, L. M. (2020). Sustainability coursework: student perspectives and reflections on design thinking. International Journal of Sustainability in Higher Education, 21(3), 593-611.
Commissioner of Statistics Korea. (2020). 2020 Statistics on the Aged. http://kostat.go.kr/assist/synap/preview/skin/miri.html?fn=df160147732589831101931&rs=/assist/synap/preview
Crites, K., & Rye, E. (2020). Innovating language curriculum design through design thinking: A case study of a blended learning course at a Colombian university. System, 94, 102334.
Dam, R., & Siang, T. (2018). What is design thinking and why is it so popular. Interaction Design Foundation.
de Paula, T. R., Amancio, T. S., & Flores, J. A. N. (2020). Design Thinking in Industry. IEEE Software, 37(2), 49-51.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).
English, M. C. , & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 128-150.
European Commission. (2020). European Commission Report on the Impact of Demographic Change. European Commission. https://ec.europa.eu/info/sites/default/files/demography_report_2020_n.pdf
Even-Zohar, A., & Werner, S. (2020). The effect of educational interventions on willingness to work with older adults: A comparison of students of social work and health professions. Journal of gerontological social work, 63(1-2), 114-132.
Fan, J. Y., Zhao, H. M., Liu, Y. T., Kong, L. L., Mao, J., & Li, J. (2020). Psychometric properties of a Chinese version of the Fraboni scale of ageism: evidence from medical students sample. BMC medical education, 20(1), 1-8.
Fraboni, M., Saltstone, R., & Hughes, S. (1990). The Fraboni Scale of Ageism (FSA): An attempt at a more precise measure of ageism. Canadian Journal on Aging/La revue canadienne du vieillissement, 9(1), 56-66.
Fruhauf, M., Doron, I. I., & Palgi, Y. (2020). Ageism: can a museum exhibit make a difference?. International Psychogeriatrics, 32(6), 777-780.
Gaggioli, A., Morganti, L., Bonfiglio, S., Scaratti, C., Cipresso, P., Serino, S., & Riva, G. (2014). Intergenerational group reminiscence: A potentially effective intervention to enhance elderly psychosocial wellbeing and to improve children's perception of aging. Educational Gerontology, 40(7), 486-498.
Goldman, S., Carroll, M. P., Kabayadondo, Z., Cavagnaro, L. B., Royalty, A. W., Roth, B., Kwek, S. H., & Kim, J. (2012). Assessing d. learning: Capturing the journey of becoming a design thinker. Design thinking research (pp. 13-33). Springer.
Gong, Y., Huang, J. C., & Farh, J. L. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy. Academy of management Journal, 52(4), 765-778.
Gorghiu, G., Drăghicescu, L. M., Cristea, S., Petrescu, A. M., & Gorghiu, L. M. (2015). Problem-based learning-an efficient learning strategy in the science lessons context. Procedia-social and behavioral sciences, 191, 1865-1870.
He, Y., Du, X., Toft, E., Zhang, X., Qu, B., Shi, J., Zhang, H., & Zhang, H. (2018). A comparison between the effectiveness of PBL and LBL on improving problem-solving abilities of medical students using questioning. Innovations in Education and Teaching International, 55(1), 44-54.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology review, 16(3), 235-266.
Hmelo-Silver, C. E., & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary journal of problem-based learning, 1(1), 21-39
Hsu, M. H. K., Ling, M. H., & Lui, T. L. (2019). Relationship between gerontological nursing education and attitude toward older people. Nurse education today, 74, 85-90.
Hsu, T. H., Horng, G. J., & See, A. R. (2021). Change in Learning Motivation Observed through the Introduction of Design Thinking in a Mobile Application Programming Course. Sustainability, 13(13), 7492.
Hu, R. X., Luo, M., Zhang, A., & Li, L. W. (2020). Associations of ageism and health: a systematic review of quantitative observational studies. Research on Aging, 43(7-8), 311-322.
Jamshidi, H., Maslakpak, M. H., & Parizad, N. (2021). Does problem-based learning education improve knowledge, attitude, and perception toward patient safety among nursing students? A randomized controlled trial. BMC nursing, 20(1), 1-9.
Jdaitawi, M. (2020). The Effect of Using Problem-Based Learning upon Students’ Emotions towards Learning and Levels of Communication Skills in Three Different Disciplines. Croatian Journal of Education, 22(1), 207-240.
Jones, R. W. (2006). Problem-based learning: description, advantages, disadvantages, scenarios and facilitation. Anaesthesia and intensive care, 34(4), 485-488.
Karpiak, C. P. (2011). Assessment of problem-based learning in the undergraduate statistics course. Teaching of Psychology, 38(4), 251-254.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
Kelley, T., & Kelley, D. (2012). Reclaim your creative confidence. Harvard business review, 90(12), 115-118.
Khoiriyah, A. J., & Husamah, H. (2018). Problem-based learning: Creative thinking skills, problem-solving skills, and learning outcome of seventh grade students. Jurnal Pendidikan Biologi Indonesia, 4(2), 151-160.
Kijima, R., & Sun, K. L. (2021). ‘Females Don’t Need to be Reluctant’: Employing Design Thinking to Harness Creative Confidence and Interest in STEAM. International Journal of Art & Design Education, 40(1), 66-81.
Kogan, N. (1961). Attitudes toward old people: The development of a scale and an examination of correlates. The Journal of Abnormal and Social Psychology, 62(1), 44.
Kolko, J. (2015). Design Thinking Comes of Age. Harvard Business Review.
Korkmaz Aslan, G., Kulakçı AltıntaŞ, H., Özen Çınar, İ., & Veren, F. (2019). Attitudes to ageing and their relationship with quality of life in older adults in Turkey. Psychogeriatrics, 19(2), 157-164.
Kuo, H. C., Tseng, Y. C., & Yang, Y. T. C. (2019). Promoting college student’s learning motivation and creativity through a STEM interdisciplinary PBL human-computer interaction system design and development course. Thinking Skills and Creativity, 31, 1-10.
Kwon, K., Ottenbreit-Leftwich, A. T., Brush, T. A., Jeon, M., & Yan, G. (2021). Integration of problem-based learning in elementary computer science education: effects on computational thinking and attitudes. Educational Technology Research and Development, 1-27.
Laidlaw, K., Kishita, N., Shenkin, S. D., & Power, M. J. (2018). Development of a short form of the Attitudes to Ageing Questionnaire (AAQ). International Journal of Geriatric Psychiatry, 33(1), 113-121.
Laidlaw, K., Power, M. J., & Schmidt, S. (2007). The attitudes to ageing questionnaire (AAQ): development and psychometric properties. International Journal of Geriatric Psychiatry, 22(4), 367-379.
Lee, J., Yu, H., Cho, H. H., Kim, M., & Yang, S. (2020). Ageism between medical and preliminary medical persons in Korea. Annals of geriatric medicine and research, 24(1), 41.
Levy, S. R. (2016). Toward reducing ageism: PEACE (positive education about aging and contact experiences) model. The Gerontologist, 58(2), 226-232.
Lin, L. F. (2018). Integrating the problem-based learning approach into a web-based English reading course. Journal of Educational Computing Research, 56(1), 105-133.
Lin, Y. J., & Wang, H. C. (2021). Using virtual reality to facilitate learners’ creative self-efficacy and intrinsic motivation in an EFL classroom. Education and Information Technologies, 1-19.
López-Hernández, L., Martínez-Arnau, F. M., Castellano-Rioja, E., Botella-Navas, M., & Pérez-Ros, P. (2021, September). Factors Affecting Attitudes towards Older People in Undergraduate Nursing Students. Healthcare, 9(9), 12-31. Multidisciplinary Digital Publishing Institute.
Lucchetti, A. L., da S Ezequiel, O., Moreira‐Almeida, A., & Lucchetti, G. (2018). Measuring medical students’ attitudes and knowledge about geriatrics and gerontology in Brazilian medical students: A comparison of instruments. Australasian journal on ageing, 37(2), E74-E77.
Marquet, M., Missotten, P., Schroyen, S., van Sambeek, I., van den Akker, M., Van Den Broeke, C., Buntinx, F., & Adam, S. (2016). A validation of the French version of the Attitudes to Aging Questionnaire (AAQ): factor structure, reliability and validity. Psychologica Belgica, 56(2), 80.
Martins, V. F., de Almeida Souza Concilio, I., & de Paiva Guimarães, M. (2018). Problem based learning associated to the development of games for programming teaching. Computer Applications in Engineering Education, 26(5), 1577-1589.
McCloskey, R., Yetman, L., Stewart, C., Slayter, J., Jarrett, P., McCollum, A., & Stoica, G. (2020). Changes in nursing students' knowledge, attitudes and interest in caring for older adults: A longitudinal cohort study. Nurse education in practice, 44, 102760.
Meo, S. A. (2013). Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula. Advances in physiology education, 37(3), 249-253.
Mintrom, M., & Luetjens, J. (2016). Design thinking in policymaking processes: Opportunities and challenges. Australian Journal of Public Administration, 75(3), 391-402.
Oderinu, O. H., Adegbulugbe, I. C., Orenuga, O. O., & Butali, A. (2020). Comparison of students' perception of problem‐based learning and traditional teaching method in a Nigerian dental school. European Journal of Dental Education, 24(2), 207-212.
Okuyan, C. B., Bilgili, N., & Mutlu, A. (2020). Factors affecting nursing students' intention to work as a geriatric nurse with older adults in Turkey: A cross-sectional study. Nurse Education Today, 95, 104563.
Olsen, N. V. (2015). Design thinking and food innovation. Trends in Food Science & Technology, 41(2), 182-187.
Palmore, E. (1977). Facts on aging: A short quiz. The gerontologist, 17(4), 315-320.
Palmore, E. (1981). The facts on aging quiz: Part two. The Gerontologist, 21(4), 431-437.
Panke, S. (2019). Design thinking in education: Perspectives, opportunities and challenges. Open Education Studies, 1(1), 281-306.
Partnership for 21st Century Skills. (2019). Framework for 21st Century Learning Definitions. http://static.battelleforkids.org/documents/p21/P21_Framework_DefinitionsBFK.pdf
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.
Pintrich, P. R., Smith, D. A., & Mckeachie, W. J. (1989). A Manual for the use of the Motivated Strategies for Learning Questionnaire(MSLQ). Mich: National center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL), School of Education, The University Michigan.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, Michigian: National Center for Research to Improve Teaching and Learning, School of Education, The University Michigan.
Puente-Díaz, R. (2016). Creative self-efficacy: An exploration of its antecedents, consequences, and applied implications. The Journal of psychology, 150(2), 175-195.
Rabbania, S., Sarmadb, M., Khattakc, A., & Khand, M. (2020). Creative Self-Efficacy and Product Innovation: Uncovering the Role of Creativity and Entrepreneurial Passion. International Journal of Innovation, Creativity and Change, 13(10), 901-924.
Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important?. Review of educational research, 82(3), 330-348.
Roberts, J. P., Fisher, T. R., Trowbridge, M. J., & Bent, C. (2016, March). A design thinking framework for healthcare management and innovation. Healthcare, 4(1), 11-14. Elsevier.
Rupp, D. E., Vodanovich, S. J., & Credé, M. (2005). The multidimensional nature of ageism: Construct validity and group differences. The Journal of social psychology, 145(3), 335-362.
Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20.
Scheer, A., Noweski, C., & Meinel, C. (2012). Transforming constructivist learning into action: Design thinking in education. Design and Technology Education: An International Journal, 17(3).
Schmidt, H. G., Rotgans, J. I., & Yew, E. H. (2011). The process of problem‐based learning: what works and why. Medical education, 45(8), 792-806.
Serrat, O. (2017). Design thinking. Knowledge Solutions, 129-134. Springer.
Sharples, M., de Roock, R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi, C. K., McAndrew, P., Rienties, B., Weller, M., & Wong, L. H. (2016). Innovating pedagogy 2016: Open University innovation report 5 (pp.1-47). Institute of Educational Technology, The Open University.
Shishigu, A., Hailu, A., & Anibo, Z. (2017). Problem-based learning and conceptual understanding of college female students in physics. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 145-154.
Siew, N. M., Chong, C. L., & Lee, B. N. (2015). Fostering fifth graders’ scientific creativity through problem-based learning. Journal of Baltic Science Education, 14(5), 655-669.
ŞİMŞEK, H., Bahadir, H., & Bilgin, A. C. (2019). Physicians' Attitudes Towards The Elderly: Ageism In A University Hospital In Turkey. Turkish Journal of Geriatrics/Türk Geriatri Dergisi, 22(1), 101-111.
Smith, J. E. (2021). Creative Self-Efficacy: An Essential Transition Skill for Students With Learning Disabilities. Intervention in School and Clinic.
Smith, M. L., Bergeron, C. D., Cowart, C., Ahn, S., Towne Jr, S. D., Ory, M. G., ... & Chaney, J. D. (2017). Factors associated with ageist attitudes among college students. Geriatrics & gerontology international, 17(10), 1698-1706.
Statistics Bureau of Japan. (2021). Statistical Handbook of Japan 2021. https://www.stat.go.jp/english/data/handbook/pdf/2021all.pdf
Strobel, J., & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary journal of problem-based learning, 3(1), 44-58.
Suwono, H., Permana, T., Saefi, M., & Fachrunnisa, R. (2021). The problem-based learning (PBL) of biology for promoting health literacy in secondary school students. Journal of Biological Education, 1-15.
Thomas, L. R., Nguyen, R., Teherani, A., Lucey, C. R., & Harleman, E. (2020). Designing well-being: Using design thinking to engage residents in developing well-being interventions. Academic Medicine, 95(7), 1038-1042.
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management journal, 45(6), 1137-1148.
Tierney, P., & Farmer, S. M. (2011). Creative self-efficacy development and creative performance over time. Journal of applied psychology, 96(2), 277.
To, S. M., & Liu, X. (2021). Outcomes of Community-Based Youth Empowerment Programs Adopting Design Thinking: A Quasi-Experimental Study. Research on Social Work Practice, 31(7), 728-741.
Tu, J. C., Liu, L. X., & Wu, K. Y. (2018). Study on the learning effectiveness of Stanford design thinking in integrated design education. Sustainability, 10(8), 2649.
Uğurlu, Z., Kav, S., Karahan, A., & Akgün Çıtak, E. (2019). Correlates of ageism among health care professionals working with older adults. Journal of Transcultural Nursing, 30(3), 303-312.
Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 10.
UNESCO Institute for Education. (July 14-18, 1997). Adult learning and the challenges of the 21st century: a series of 29 booklets documenting workshops held at the Fifth International Conference on Adult Education [Conference presentation]. International Conference on Adult Education, 5th, Hamburg, Germany, 1997.
United Nations. (2020). United Nations Decade of Healthy Ageing (2021–2030). https://undocs.org/en/A/RES/75/131
Vally, Z., Salloum, L., AlQedra, D., El Shazly, S., Albloshi, M., Alsheraifi, S., & Alkaabi, A. (2019). Examining the effects of creativity training on creative production, creative self-efficacy, and neuro-executive functioning. Thinking Skills and Creativity, 31, 70-78.
Vespa, J., Armstrong, D. M., & Medina, L. (2018). Demographic turning points for the United States: Population projections for 2020 to 2060. Washington, DC: US Department of Commerce, Economics and Statistics Administration, US Census Bureau.
Walton, H. J., & Matthews, M. B. (1989). Essentials of problem‐based learning. Medical education, 23(6), 542-558.
Wijnen, M., Loyens, S. M., Smeets, G., Kroeze, M., & van der Molen, H. (2017). Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time. European Journal of Psychology of Education, 32(3), 431-447.
Wood, D. F. (2003). ABC of learning and teaching in medicine: Problem based learning. British Medical Journal, 326, 328-330.
World Health Organization. (2020). Decade Of Healthy Ageing (2020-2030). https://www.who.int/docs/default-source/decade-of-healthy-ageing/final-decade-proposal/decade-proposal-final-apr2020-en.pdf
World Health Organization. (2021). Global report on ageism : executive summary. Geneva: World Health Organization. https://www.who.int/publications/i/item/9789240020504
World Health Organization. (2021). Global report on ageism. Geneva: World Health Organization. https://www.who.int/publications/i/item/9789240016866
Wrigley, C., & Straker, K. (2017). Design thinking pedagogy: The educational design ladder. Innovations in Education and Teaching International, 54(4), 374-385.
Wu, J. J., & Cherng, B. L. (1992). Motivated strategies for learning questionnaire (MSLQ)-A revised version for use with Chinese elementary and junior high school students. Psychological Testing, 39, 59-78.
Wysokiński, M., Fidecki, W., Plech, T., Wrońska, I., Pawelec, M. K., & Dziedzic, B. (2020). Perception of Old Age by the Inhabitants of Poland. International journal of environmental research and public health, 17(7), 2389.
Yang, C. M., & Hsu, T. F. (2020). Integrating design thinking into a packaging design course to improve students’ creative self-efficacy and flow experience. Sustainability, 12(15), 5929.
Yu, C. Y., & Chen, K. M. (2012). Experiencing simulated aging improves knowledge of and attitudes toward aging. Journal of the American Geriatrics Society, 60(5), 957-961.
Zheng, S., Zhang, M., Zhao, C., Wang, H., Sun, D., Xu, J., & Meng, Y. (2021). The effect of PBL combined with comparative nursing rounds on the teaching of nursing for traumatology. American journal of translational research, 13(4), 3618-3625.
Zhou, Q. (2021). Development of creative thinking skills through aesthetic creativity in middle school educational music course. Thinking Skills and Creativity, 40, 100825.