The ability to navigate ambiguity has become increasingly essential in today’s workplaces. However, while many encounter ambiguous situations, not everyone feels comfortable in making decisions in such contexts. To be well-prepared for the future workplace, university graduates need skills to effectively manage ambiguity. How individuals experience and respond to ambiguous situations reflects their tolerance of ambiguity (TOA), which represents a person’s natural tendency to react to perceived ambiguity with varying levels of comfort and adaptability. Students with low TOA may exhibit rigid thinking, reduced creativity, and heightened anxiety. Therefore, supporting students in developing TOA is critical, and teachers have a key role in facilitating this process. For this project, Delft University of Technology was selected as a higher education case, specifically problem-based learning (PBL) courses as the project focus.
The project employs a design-based research methodology, integrating both quantitative and qualitative methods to examine current practices at TU Delft. Analysis revealed two central challenges: (1) teachers need a closer familiarity with students to provide tailored guidance, and (2) teachers expect students to take action and engage, even when faced with ambiguous situations.
To facilitate teachers in fostering higher levels of TOA in students, an educational tool called “Piece-by-piece game” was designed. It is a puzzle-inspired game that encourages students to discuss the challenges they encounter and explore approaches for addressing them. The game aimed to serve as a way for teachers to become familiar with students and equip students with various approaches to navigate ambiguity, while creating a supportive environment for students to openly discuss challenges they face.
The concept was validated in a pilot session with Communication Design for Innovation (CDI) students at TU Delft. Results indicated that the Piece-by-Piece Game can increase participants’ tolerance of ambiguity and effectively support open communication to discuss challenges and exchange ideas. Participants also found it inspiring and acknowledged its potential for long-term and general use.
This project serves as a foundation for raising educators’ awareness of TOA development. While promising, further evaluation is necessary to assess the game’s effectiveness across diverse student groups. Future research can build on these preliminary insights to refine teaching strategies for PBL. Additionally, the game itself could be experimented in class or problem-solving context in the future.