Bethel Students Combine Developmental Theory, Design in Psychology Showcase

McKENZIE (November 19) — Students from Bethel University’s Psychology 211: Human Development class exhibited a semester’s worth of research and creative planning during the “Designing for the Developing Mind” showcase at The Happy Book Stack in November.

The showcase was the culmination of the psychology students’ hard work throughout the semester, as instructor Dr. David Willis guided them to create either a toy or a children’s picture book using developmental theory and design methods they learned in class.

“Usually, when we think of psychology, we think of papers and exams,” said Willis. With this project, he tasked his students to think outside the box, using four main objectives:

First, he wanted to promote creative and divergent thinking in ambiguity. Second, he wanted to engage students in the ways artificial intelligence can be used professionally and ethically. Third, he wanted to put students in a challenge that required more than just memorization. Fourth, he wanted students to use their “textbook” of experiences to guide their interest, motivation and buy-in to the course.

“The heart of this project was the question of, ‘Why?’” said Willis. “Why a certain toy has a certain texture to help with sensory processing, or why a book uses specific fonts, rhythms or messages about certain concepts. If we can explain the why, then I believe we know the information well enough.”

In August, Willis gave students the option between a final exam or the “Psychology in Action” project. Overwhelmingly, students chose the latter option, according to Willis.

“I do not believe they knew what they were in for,” Willis said, “as design thinking puts you in uncomfortable, ambiguous learning situations where you have to figure it out with little direction at the beginning.”

However, Willis said he noticed students becoming increasingly focused and excited about the class material.

“As the year went on, I got to see the true potential of Bethel’s students as they trusted the process — and me — and let that ambiguity focus their motivation,” said Willis.

Throughout the semester, students kept a design notebook in which they would note interactions and play patterns they observed in everyday life. They analyzed four existing children’s books or toys through a design-thinking lens, documenting inspiration.

The students’ research culminated in a pin-up presentation with tri-fold boards displaying their final product and its color schemes, fonts and inspirations. The presentation boards also included five pages from their design notebooks that showed their progression from early sketches to refined iterations of their product, and a section displaying a “Pinterest-style” inspiration collage and their AI use.

If students chose to create a book, the board needed to display the book cover and three additional pages. The book also had to be a finished product.

If students chose to create a toy, they had to showcase the toy in two AI pictures or hand-drawings and explain how the toy benefits its targeted demographic. Students did not have to present a physical toy at the showcase.

During the showcase, students each gave a one-minute pitch explaining their product’s demographic, their influences, what developmental concepts it promoted and — if it was a toy — how it worked.

Students’ projects were each reviewed based on a 1-5 scale regarding their creativity and originality, proper use of AI, presentation, rationale and effort.