Brick by Brick: Exploring the Influence of LEGO SERIOUS PLAY

on Master's Students' Digital Transformation Proposals

T. Lucio-Nieto

and Y. Martínez-Treviño

Computer Science Department, Tecnologico de Monterrey, Eugenio Garza Sada 2501, Monterrey, Mexico

Keywords: LEGO® SERIUOS PLAY®, Digital Transformation Education, Higher Education, Educational Innovation.

Abstract: Digital Transformation has become mandatory for the success of companies nowadays. However, some

companies struggle to obtain the benefits of digital transformation, mainly because of a lack of knowledge

sharing between employees to build a shared vision of the organization. So, universities must prepare people

to take advantage of different technologies to become change agents in their organizations and also to be more

prepared for cultural changes like knowledge sharing inside the company. To address this challenge, in 2022

we incorporated LEGO® SERIOUS PLAY® into an undergraduate course to prepare students to embrace

various technologies to develop a digital transformation proposal for a real-life company. This time, we used

the same activity with graduate students because they are people who work at the companies. The participants

expressed enthusiasm for the activity, enabling them to share valuable insights with their peers. They also

reported engaging in deep discussions and successfully constructing creative digital transformation proposals.

Professors observed that both graduate and undergraduate students liked the FTCA activity, and they had an

enhanced understanding of the concepts required to develop their digital transformation initiatives.

1 INTRODUCTION

Digital Transformation (DT) has become a

mandatory requirement to be successful in this digital

era. Today’s organizations need professionals who

take advantage of all the benefits of technology when

applied to achieve organizational goals.

But many organizations fail to obtain the benefits

of digital transformation because technology

adoption alone is not enough; they also need to make

cultural changes (Cox & Evans, 2020). According to

Cox and Evans (2020), one of the key elements of this

cultural change is the employee’s knowledge sharing

and ability to create a shared vision of the

organization. But usually, the companies do not have

the culture to share knowledge for different reasons,

like the organizational structure or the lack of

confidence of the employees to express their ideas.

Cox and Evans propose the use of LEGO® SERIOUS

PLAY® to improve the confidence of employees to

share their knowledge.

To address this challenge, in 2022, we

implemented the use of LEGO SERIOUS PLAY

https://orcid.org/0009-0003-6428-8357

https://orcid.org/0009-0009-1739-1611

(LSP) in an undergraduate course for senior students

whose major is digital transformation. In this course,

students were asked to prepare a digital

transformation proposal for a real company (Lucio-

Nieto, Martinez-Treviño, 2023; Lucio-Nieto,

Gonzalez-Bañales, 2023). In those implementations,

students have found this activity highly motivating,

and they perceive that it will allow them to better

retain their learnings in the long term and also that

they will be able to apply those learnings in real-life

scenarios to facilitate the digital transformation of

companies.

In those implementations, professors have

observed a positive impact on the quality of student

proposals when the technique of LSP is used.

Professors have reported that student engagement

during the activity is better than before using LSP.

They have also observed during the activity that

students have deep discussions on the benefits of

technology implementation. Finally, the digital

transformation proposals delivered by students have

been well supported, demonstrating students'

confidence in utilizing these new technologies Lucio-

170

Lucio-Nieto, T. and Martínez-Treviño, Y.

Brick by Brick: Exploring the Inﬂuence of LEGO SERIOUS PLAY on Master’s Students’ Digital Transformation Proposals.

DOI: 10.5220/0012685500003693

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024) - Volume 1, pages 170-177

ISBN: 978-989-758-697-2; ISSN: 2184-5026

Nieto, Martinez-Treviño, 2023; Lucio-Nieto,

Gonzalez-Bañales, 2023).

Now, we have conducted a similar experiment

with Master’s degree students. They were asked to

make a similar project to prepare a digital

transformation proposal for a real company, but these

students are different from undergraduate students;

they are working in different companies and are

immersed in the organizational culture of each one of

them, so they could be in the situation of not being

confident enough to share knowledge in their

workspaces, but it could also mean that they have a

better understanding of what they are talking about.

When applying this activity to a graduate

students’ group, we were observant to find out if this

activity was useful with them, who are adults and

have different experiences in their companies, and if

it was necessary to adapt the FTCA activity or if we

could use it unchanged with the graduate students.

The objective of this paper is to present the results

of applying the FTCA activity (Lucio-Nieto,

Martinez-Treviño, 2023) to master’s degree students

and to report the differences and similarities between

the two groups of students, if the activity is useful

with graduate students, and if the activity had to be

adjusted because of the differences among the target

students.

2 REVIEW OF LITERATURE

2.1 LEGO® SERIOUS PLAY®

Lego Serious Play (LSP) is a methodology designed

to enhance innovation, facilitate deeper reflection

processes, and support effective dialogue between

team members. In a LSP session, participants are

asked to build LEGO models, which serve as a basis

for discussion, knowledge sharing, problem solving,

and decision-making (LEGO, 2024). LSP has been

developed as a means to explore and understand

complex issues that don’t have a simple or obvious

solution; initially, its purpose was to generate more

engagement, creativity, and playfulness in company

meetings (James, 2013).

The methodology asks participants to explain the

meaning of their models through storytelling and a

repeating sequence of active listening and expressing

their own opinion about the challenge they are

working with. This way, everyone’s perspectives are

considered when building the final proposal to solve

the challenge (LEGO 2010).

LSP enables a group of people to share ideas,

thoughts, and understandings so that they can engage

in meaningful dialogue and the generation of

innovative solutions to real-world problems (LEGO

2010). Research has shown that the process of

building something, which is then discussed, can lead

to much more valuable, insightful, and honest

discussions, as this process prompts the brain to work

differently and unlock new perspectives (LEGO

2010).

The concept “think with the body” has gained

support from psychology and neuroscience,

emphasizing that some cognitive processes are

strongly influenced by the way we use our bodies to

interact with the physical world. Building visual

reminders of the issue or the solution we are modeling

with the LEGO bricks aids our mental work. In

neuroscience, this is referred to as “reduction of

workload” because, by having visible and tangible

objects, we reduce the number of things that the brain

has to deal with simultaneously (LEGO 2010).

In a LSP session, all participants have the same

standing as they display their ideas through LEGO

models; that is, it is not important the position in the

company or the personality of each person; all

participants have the same voice, giving the leaders

the opportunity to listen to junior members of the

team’s insights that in other kinds of meetings could

not be expressed (LEGO 2010). When participants

make their ideas and thoughts tangible through

LEGO brick models, they can reflect on their own

ideas, but more importantly, they can invite others to

reflect and contribute to their models. This

collaborative aspect of LSP makes the activity

engaging and meaningful, as everyone can contribute

to making emerging ideas stronger (LEGO 2010).

LSP gives participants the freedom to present

their ideas without fear of being wrong or being

judged. When a participant explains his model, he

gives it a meaning that the other participants accept

(James, 2013).

2.2 LSP in Digital Transformation

LSP has been used in digital transformation; in their

study, Cox and Evans used LSP to facilitate

storytelling to enable knowledge sharing. Storytelling

is a known way to share knowledge, and LSP gives

the possibility to express people’s ideas to all the team

members, no matter their personality or their

organization's position (LEGO 2010). Cox and Evans

found that the LSP workshops helped to create

connections between people and connected everyone

in a shared vision so that they could build a concrete

and collective representation of the organization’s

vision, with the active participation of all employees;

Brick by Brick: Exploring the Inﬂuence of LEGO SERIOUS PLAY on Master’s Students’ Digital Transformation Proposals

171

they found that the method effectively broke down

barriers to knowledge sharing (Cox & Evans, 2020).

This can be done thanks to the models they build with

LSP; in this case, people are talking about the

elements of the model, its benefits, and its problems,

and they do not feel attacked because they are

focusing on the concepts, the technology, and the

risks, not the people.

2.3 LSP in Education

In addition to business, LSP has also been used in

education in different subjects. For example, in a

software engineering course at a higher education

level, LSP was incorporated to teach software

engineering principles using different development

life cycle models (López-Fernández, Gordillo,

Ortega, Yagüe, and Tovar, 2021). In this paper, they

demonstrate the effectiveness of LSP activities,

emphasizing the importance of following procedural

guidelines, time management, resource allocation,

and active student engagement. Students could

discover the strengths and limitations of different

software life cycle models through the LSP activity.

Feedback from students confirmed the positive

impact of LSP on their learning experiences,

mentioning increased motivation, enjoyment, and the

development of soft skills as well as software

engineering skills. López-Fernandez et al. state that

teachers can rely on this kind of activity because it

has been validated with a large number of students.

Bond (2018) shares his experience of using LSP

to teach referencing through a series of workshops to

undergraduate and postgraduate engineering

students. Students could choose to work alone or in

teams to build a LEGO model that explains why they

think referencing is important. They were asked to

build a metaphorical model, and then a volunteer

from each team explained the model to the group.

According to Bond, the use of LSP allows students to

be creative rather than mechanical in their

understanding of referencing; students were more

engaged with this activity than they had been in the

rest of the class; they have been able to share their

models and make connections between their own

stories and those of their peers. The main outcome

was that the students understood what referencing is

and why it is important.

In another study (Capo-Vicedo & Mico i Tormos,

2017), LSP was implemented in the “Strategic

Management in Global Environments” course of an

MBA program. In this instance, MBA students and

staff members from a service-oriented company

worked together in teams to complete the activity.

The company used LSP to address its practical

problems. The collaboration between MBA students

and professionals resulted in proposals for innovative

and creative strategies for the company’s digital

transformation.

The use of LSP in this context created an

experiential learning atmosphere, taking students out

of their comfortable environment and expanding their

horizons. It enhanced their collaborative and

problem-solving skills (Capo-Vicedo & Mico i

Tormos, 2017).

These examples highlight the effectiveness of

LSP as a teaching methodology. By incorporating it,

educators can create engaging and interactive

learning experiences that promote creativity,

collaboration, and critical thinking skills among

students.

3 THE FUN-TECH AS THE

CLOSING ACTIVITY (FTCA)

The activity has seven main tasks (Lucio-Nieto,

Martinez-Treviño, 2023) which are summarized in

Table 1.

Table 1: The FTCA Activity Steps.

3.1 Initial Organization

The professor gives students an executive summary of

the project so that they have a clear understanding of the

objectives, deliverables, and timing of the activity. The

teams are created randomly and assigned to a workspace

with a table and a blackboard. They receive the name of

the organization they are going to work with, and they

must also define thei

roles in the team.

3.2 Leader defines the problem/situation that the

Digital Transformation Project will solve.

Team members do quick research about the situation of

the company in order to find issues that digital

transformation could overcome. The leader has to agree

on the sco

eofthe

ect with the

rofessor.

3.3 Leader organizes and the team constructs the

digital transformation proposal.

The leader organizes the team to work on the

deliverables according to the role each one of the team

members has chosen.

3.4 Round robin to get ideas and give feedback to

other projects.

Team members were able to visit other teams to listen to

their projects and give feedback. This is a great

opportunity to share ideas about the use of technology,

lementation strate

ies, an

aradi

ms.

3.5 Team analyzes ideas and feedback and works on

the final version of the deliverables.

The team integrates new ideas and feedback to improve

thei

deliverables.

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3.6 Team presents video to the group and professor

evaluates and gives feedback to the students.

The team uses storytelling to present the digital

transformation proposal supported by a model built with

LEGO bricks. They have to justify the use of each one

of the chosen technologies, explaining how they create

value for the organization. This presentation is made

through a video. After each presentation, other teams

and the professor have some time to ask questions to

ensure a full understandin

of the

osal.

3.7 Group celebrates achievements and lessons

learned.

The professor shared personal positive conclusions, and

students expressed their positive comments about the

activit

After preparing their Digital Transformation (DT)

proposal, where they integrate the most suitable

technologies to resolve each identified issue, the

students begin a storytelling video to articulate their

proposal. They present each technology as it is laid

out in the LEGO model.

One team collaborated with a brewing company;

their story starts with the arrival of raw materials for

production. They then explain each step of the

production process, pinpointing where they

incorporated technology for DT. At each of these

points, they describe the problem they aim to address,

and the technology used to overcome it. The

explanation continues throughout the entire

manufacturing process, concluding when the product

is loaded onto trucks for distribution.

The students' explanatory video of their DT

proposal can be viewed (https://www.youtube.com/

watch?v=gHFSZ7goCYc ). In this video, they use

storytelling to illustrate their proposal, which seeks to

optimize the production process. They employed the

Internet of Things, machine learning, and expert

systems to identify, for example, production defects

and take corrective action; to control product

temperature throughout the process; or to enhance

production floor safety. They also utilize Data Science

to analyze production information and provide

summarized data for decision-makers. In figure 1 an

example of the LEGO bricks model can be seen.

Figure 1: An example of the DT proposal.

4 PROCEDURE

4.1 The Course

The activity was implemented in the course Digital

Transformation and Disruptive Strategy, whose

objective is to develop a deep understanding of

applying digital transformation elements to

organizational strategies. In this course, students are

required to propose a transformation plan for a

traditional organization to become a digital

organization. This has been done through the FTCA

activity. This course is part of the Business Analytics

Master’s Degree.

4.2 The Group

This activity was carried out in the fall semester of

2023.

The group had 18 students. Whose age ranged

according to Table 2. There were 11 men and 7

women in the group, from which 5 have studied TI

majors and 10 of them have directive positions or are

high-level decision makers.

Table 2: Age of the students.

eran

e Numbe

of students

20-29 6

30-39 6

40-49 5

50 1

All of them work for transnational companies,

like banks, pharmaceuticals, insurance, consumer

goods, sporting goods, or technology companies.

These students are different from undergraduate

students first because they have a stronger personal

commitment to their studies, as they have decided to

study a master’s degree, and second because they

already have experience working in the industry.

Even more, most of them have or are about to live the

digital transformation process, whether by planning

it, leading it, dealing with it, or suffering the issues

related to not having a real digital transformation in

their work fields.

4.3 The Activity

The FTCA activity was applied in both

implementations with the same goals: students had to

build a digital transformation proposal using the LSP

methodology, which we expected to help them

improve collaboration between team members and

Brick by Brick: Exploring the Inﬂuence of LEGO SERIOUS PLAY on Master’s Students’ Digital Transformation Proposals

173

make them take better ownership of the proposal

ideas.

The problems students worked on were similar to

those presented to the undergraduate students in the

previous study, which was to design digital

transformation proposals for real companies such as

a supermarket, an auto parts store, and a soft drink

company. Some of the teams decided to use for their

project the company where some of them worked, so

that they had a better perception of the company from

their own point of view.

We wanted to know if any adjustments had to be

made to the FTCA activity due to the students'

differences.

5 RESULTS

It was found that graduate students had a good

experience with the FTCA activity. They commented

that they felt focused and engaged.

Professors state that they were able to foster a

deeper understanding of digital transformation

among the graduates' students, helping them develop

innovative and practical solutions that can be

implemented in real-world scenarios.

5.1 Student’s Perception

At the end of the course, we asked students to answer

a survey about the use of the LSP activity in the

definition of the digital transformation proposal.

Even though it is expected that graduates possess

advanced soft skills, including critical thinking,

leadership, and project management, LSP was

perceived as a good tool to communicate their ideas

to the group. We asked the students explicitly, “How

would you evaluate using Legos in class as a learning

strategy? In the topics listed in Table 3, we used a

Likert scale where 1 is "strongly disagree" and 5 is

"strongly agree".

In table 3, it can be seen that all the students found

that the activity was fun, made them more involved,

helped them integrate the TD proposal, and would

recommend using LSP again. And that most people

strongly agreed or agreed with the rest of the topics,

which are: organize them better as a team; be more

creative and innovative; and make the TD strategy

more visible.

In other survey questions, 15 out of the 16 people

said that they would recommend using LSP to

facilitate the definition of a digital transformation

proposal. And all of them said that using LSP

improves long-term understanding.

In the open-ended question, four students made

comments about the benefits of thinking outside the

box.

One of the students wrote, “We did things that

took us completely out of our comfort zone. Tackling

these new challenges with little time makes nothing

as difficult as it seems. Mixing neurolearning helps

retain and question ideas.“

Another student wrote, “I love the mix between

neuroscience and theory; there are many concepts

that stayed in my head due to the activities.”

Table 3: Summary of student’s answer to the survey.

Number of

Strongly

agree

Number of

Agree

Number of

Not agree

nor

disagree

Average

% of

students

that agree

or strongly

ree

The activit

was fun 13 3 0 4.8125 100%

The activity made me get more

involve

13 3 0

4.8125

100%

The activity helped us organize

ourselves as a team

13 1 2 4.6875 88%

The activity helped us integrate the

roposal

9 7 0 4.5625 100%

The activity helped us to be more

creative an

innovative

12 3 1 4.6875 93%

The activity made it easier for us to

make the TD strate

more visible

10 4 2 4.5 88%

I recommend usin

ain 11 5 0 4.6875 100%

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In general, students said that it was better for them

to solve this project using LSP. They said that they

had never thought that designing a business proposal

with LEGOs would make the ideas clearer in their

minds. Even though they have experience working in

a company, they found the methodology helped them

to be more focused, to make the ideas clearer, to be

more creative, and to better understand other people’s

ideas.

5.2 Comparison of the Opinion of

Undergraduate and Graduate

Students in This Activity

The experience with the undergraduate students was

carried out in the fall semester of 2022 in a group of

27 students, from which 24 students answered the

survey (Lucio-Nieto, Martinez-Treviño, 2023), and

the experience with graduate students was carried out

in the fall semester of 2023 in a group of 18 students,

from which 16 students answered the survey (see

table 4).

Table 4: Information of the groups.

Undergraduate

students

Graduate

students

semeste

fall 2022 fall 2023

number of students

in the

rou

27 18

number of students

answering the survey 24 16

The same survey was applied in both groups, in

which a Likert scale was used, where 1 means

strongly disagree and 5 means strongly agree. Table

5 shows the average of the responses of students and

the percentage of students who answered 4 or 5 (agree

or strongly agree).

As can be seen in Table 5, the perceptions of

undergraduate and graduate students are very similar.

The biggest difference is that more undergraduate

students perceive that the LSP activity helped them to

make the strategy more visible and to organize better

as a team.

Those differences could be because of the more

experience that the graduate students have in the DT

topics.

5.3 Professor Observations and

Discussion

The undergraduate studens and the graduate students

have important differences.

The undergraduate students are younger; most of

them are under 23 years old. They are brave enough

to make proposals despite not fully understanding

what they are talking about. They focus on short-term

professional goals and are living la vida loca. They

have been developing soft skills through the

university courses.

On the other hand, graduate students are adults

that have experience in their jobs; all of them work

for world-class companies, so they are conscious of

what digital transformation means for an

organization; they tend to exhibit a more calculated

approach to academic and career decisions,

considering long-term goals; they are expected to

have more advanced soft skills, including critical

thinking, leadership, and project management; and

55% of the students have directive positions or are

high-level decision-makers in their companies.

With the undergraduate student group, instructors

had to be closely following the work; they had to ask

questions and give advice to guide students in the

right direction. When the FTCA activity was applied

for the first time (Lucio-Nieto, Martinez-Treviño,

2023), it was necessary to extend the time so that

students could finish the DT proposal. The activity

was thought to last 4 hours, but it has been extended

to 6 hours.

With the graduate student group, instructors didn't

have to follow them too much; they finished the

activity within the 4 hours planned.

Instructors observed that graduate students

already had their own ideas about DT and already

knew how to collaborate, but despite having

experience, especially with the soft skills, the activity

helped them to communicate better and deeper with

their peers. Graduate students used time more

effectively, focused better, and had a better

understanding of the expected outcomes of the

project. When students went with other teams to make

the round-robin step, it was easy for them to

understand the ideas; they were more focused, and

when they gave their opinion, it was not only about

what they saw in the models but also about what they

knew from experience in real-life projects. The

professor observed that graduate students took better

advantage of the contributions of their peers, mainly

because most of them have already lived them or even

implemented them, but also because contributions

were more focused and accurate; they also

understood better the peers comments and could use

them to improve their own proposals.

The main benefit for those students who have

already worked on DT proposals was that they had

lived it this time through the FTCA activity; as they

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175

Table 5: Comparison of the graduate and undergraduate’s students’ perception.

Graduate students (fall 2023)

Undergraduate students (fall

2022)

Difference between

undergraduate and graduate

students perception

Average

% of students

with strongly

agree or agree

Average

% of students

with strongly

agree or agree

Average

% of students

with strongly

agree or agree

The activity was fun 4.8125 100% 4.9167 100% 0.1042 0%

The activity made me get

more involved

4.8125 100% 4.6667 96% -0.1458 -4%

The activity helped us

organize ourselves as a

team 4.6875 88% 4.75 96% 0.0625 8%

The activity helped us

integrate the TD proposal 4.5625 100% 4.8333 96% 0.2708 -4%

The activity helped us to

be more creative and

innovative

4.6875 93% 4.9583 100% 0.2708 7%

The activity made it easier

for us to make the TD

strategy more visible 4.5 88% 4.8333 100% 0.3333 12%

I recommend using it

again

4.6875 100% 4.8333 96% 0.1458 -4%

commented in the final feedback of the course, they

appreciated the way this activity helped them

understand and communicate better their ideas. This

way, we concluded that the FTCA activity didn’t need

any changes to be applied to graduate students.

4 CONCLUSIONS

We have used LSP with storytelling as a tool to

promote creativity and innovation and to encourage

deeper discussions to build a proposal to implement a

digital transformation strategy in a company. We

have found that this methodology serves both

undergraduate students, who are just learning, and

graduate students, who want to learn more and want

to explore different approaches. We realized that we

don’t need to modify the FTCA for graduate students;

as they expressed, they appreciate the value of the

activity in their learning process.

One of the main problems that face companies

when trying to implement a digital transformation

strategy is that people do not always share their ideas

well, so we propose LSP with storytelling as a tool to

define requirements, understand problems, and create

innovative solutions to real-life company challenges.

We encourage adults to use it and come up with fun

ways to do a better, much more effective job.

Age, maturity, and experience are not significant

factors in having fun learning through LSP,

collaborating with multidisciplinary teams, and

developing proposals that transform organizations.

Watching the ideas in colors, bricks, and models

made students have a greater awareness of what they

wanted to implement; it is not an idea in the air; it is

a brick, a color, an activity, or a technology. This

made it easier for them to take ownership of the ideas

while talking about them using storytelling, and this

generated a greater awareness of the impact of what

they were designing.

This is an empirical application that could be

validated with different metrics on effectiveness that

will be addressed in future work.

Another future work idea is to apply a specific soft

skills survey before and after the activity to confirm

that this methodology can help people develop soft

skills.

ACKNOWLEDGEMENTS

The authors would like to acknowledge the financial

and technical support of Writing Lab, Institute for the

Future of Education, Tecnologico de Monterrey,

Mexico, in the production of this work.

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176

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