First inspire, then instruct to improve students' creativity

Exploring dialogue in virtual simulation in nursing education - An observational study

Objectives

Simulation is an important learning activity in nursing education. There is little knowledge about dialogue and communication between students and facilitators in a virtual simulation setting. The current study, conducted in Norway, explores the dialogic teaching approaches applied by facilitators in a virtual classroom and adapt an analytic tool from a physical classroom in lower education to a virtual classroom in higher education.

Methods

Sixteen virtual simulation sessions of groups with nursing students were video-taped. The videos were coded with a coding scheme developed for physical classrooms and adapted to the virtual setting. The dialogic approaches from the facilitator were analysed using descriptive analysis.

Results

The most frequently used approaches from the facilitator were categorised as asking ("Big questions") and listening ("Wait time after a question"). The most frequent pattern seen in the use of dialogic approaches fall under the category listening.

Conclusions

The coding scheme is suitable to analyse facilitators' dialogic approaches in a virtual setting in nursing education. Further research should examine how the facilitator can strategically deploy dialogic approaches in other types of simulations with students.

Innovation

The coding scheme was developed from lower to higher education, and from a physical to a virtual setting.

Active screen time and imagination in 5-6-years-old children

This research focused on the connection between such factors of the active screen time of preschoolers as the time spent playing computer games and parental participation in children's computer games on imagination in 5-6 years old children. The mothers of 772 children were asked to fill out questionnaires where they described how their children interact with gadgets. 371 of these children also participated in the test that assessed productive imagination using complete the drawing task (such parameters as flexibility, originality, elaboration were assessed). As a result of the study, no relationship was found between imagination and the time spent by preschoolers playing computer games. At the same time, this study revealed significant relationships between imagination and the characteristics of parental participation in the gadgets' usage by preschoolers. The research showed that imagination flexibility scores are significantly higher in children who use gadgets with siblings or peers than in those who often play alone or with an adult.

Developmental assets, creativity, thriving, and mental health among Malaysian emerging adults

This study was part of a larger cross-national research project at the Norway's University of Bergen, which involved participants from over 30 countries. This undertaking delves into developmental assets, creativity, and thriving, and the part they play in determining mental health. Thus, this study examined the developmental assets (internal assets: support, empowerment, boundaries, and expectations and creative use of time; external assets: commitment to learning, positive identity, positive values, and social competencies), creativity, thriving, and their importance to mental health in a sample of Malaysian emerging adults. This study was based on a sample of 394 undergraduate students, comprising 264 females and 130 males, ranging between the ages of 18 and 26 years (M = 21.5). Two subscales of the Reisman diagnostic creativity assessment (RDCA) were used to measure creativity (originality and fluency). Meanwhile, thriving indicators of Search Institute were used to measure thriving while the short form of the mental health continuum (MHC-SF) for adolescents was used to measure mental health. An online Google form was used to collect data from university students enrolled in both public and private universities. The correlation analysis results revealed that all the variables were positively correlated to each other and that the relationship between development assets, creativity, thriving, and mental health ranged from weak to moderate. Multiple regression (stepwise) analysis produced four models that indicated that positive identity, support, creativity, and thriving have a significant influence on mental health among emerging adults. Further, analyses using the PROCESS procedure demonstrated significant indirect effects of positive identity and support on mental health through its effects on creativity and thriving. As such, it is our recommendation that mental health practitioners tailor their treatment approach to include positive identity, support, creativity, and thriving in their sessions with Malaysian emerging adults.

Facilitating Students' Creativity, Innovation, and Entrepreneurship in a Telecollaborative Project

In this study, telecollaborative learning activities were carried out in virtual learning environments created by the 360-degree video technology. We aimed to facilitate students' creativity, innovation, and entrepreneurship. Two groups of students, a group of junior high school students from China (n = 15) and a group of university students from Indonesia (n = 10), participated in the study. Students created cultural learning content using the 360-degree video technology which considered to be creative, innovative, and entrepreneurial, shared it with their international partners on the telecollaborative platform and then watched content of their partners to experience virtual panoramic tours. After that, students exchanged their ideas and comments with each other in order to improve content quality. We investigated whether participation in telecollaborative learning activities positively impacts students' creativity, innovation, and entrepreneurship. The data were collected through questionnaires and interviews. We also analyzed content created by the participants in learning activities. Two main findings were obtained: (1) technology-supported learning activities improved participants' creativity, innovation, and entrepreneurship and (2) the participants positively perceived their learning experiences. Based on our results, we proposed several suggestions and derived some implications.

Managing Students' Creativity in Music Education - The Mediating Role of Frustration Tolerance and Moderating Role of Emotion Regulation

Artificial intelligence (AI) era challenges the use and functions of emotion in college students and the students' college life is often experienced as an emotional rollercoaster, negative and positive emotion can affect the emotional outcomes, but we know very little about how students can ride it most effectively to increase their creativity. We introduce frustration tolerance as a mediator and emotion regulation as a moderator to investigate the mechanism of creativity improvement under negative emotion. Drawing on a sample of 283 students from professional music colleges or music major in normal universities, we find that negative emotion are generally associated with a lower creativity, while frustration tolerance can mediate the relationship between negative emotion and creativity, but these effects depend on the emotion regulation. Cognitive reappraisal exerts a negative effect on the relationship between negative emotion and creativity, while expressive suppression has the opposite effect. Our study contributes to the literatures on student's emotions and creativity in music education and to the emotion regulation literature.