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Lee KW. Effectiveness of gamification and selection of appropriate teaching methods of creativity: Students' perspectives. Heliyon 2023; 9:e20420. [PMID: 37780748 PMCID: PMC10539980 DOI: 10.1016/j.heliyon.2023.e20420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2023] [Revised: 09/09/2023] [Accepted: 09/25/2023] [Indexed: 10/03/2023] Open
Abstract
Complex creativity and multiple learning objectives often require combining several teaching methods, and gamification may be an effective teaching strategy for enhancing learning. However, few studies have examined the combined effects of implementing gamification and multiple teaching methods in a course from students' perspectives. Therefore, this study implemented gamification and six teaching methods of enhancing college students' creativity in university creativity and innovation course in November and December 2021 and aimed to examine the effects on their creativity, collaboration, and communication skills and used the Analytical Hierarchy Process to identify more effective teaching methods corresponding to the learning objectives from students' perspectives. The results showed that students perceive that gamification could stimulate their motivation, attitudes, and interest in learning and enhance their creativity, collaboration, and communication skills. Furthermore, Mandala thinking was the most effective teaching method for the overall goal. In contrast, the most effective teaching methods for the creativity, collaboration, and communication skills learning objectives were the SCAMPER technique, balloon competition, and Mandala thinking, respectively. The results provide essential references for selecting effective teaching methods that meet the teaching objectives.
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Affiliation(s)
- Kuo-Wei Lee
- Center for the Liberal Arts, College of General Education, National Kaohsiung University of Science and Technology, Taiwan
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Mangion M, Riebel JA. Young Creators: Perceptions of Creativity by Primary School Students in Malta. J Intell 2023; 11:jintelligence11030053. [PMID: 36976146 PMCID: PMC10053983 DOI: 10.3390/jintelligence11030053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Revised: 02/24/2023] [Accepted: 03/10/2023] [Indexed: 03/15/2023] Open
Abstract
Policymakers and employers insist that educational institutions prepare workforce-ready candidates fluent in the application of 21st Century Skills such as creativity. So far, only a few studies have explored the self-perceived creativity of students. This paper addresses this gap in literature by providing an understanding of how young students in upper primary feel about themselves as creative beings. Data for the present study was collected through an anonymous online survey that 561 students, aged 9–11 years and residing in Malta (EU), completed. In-depth responses were collected from a subset of the original sample made up of 101 students through an anonymous online form containing a set of questions. Data was analysed using regression analysis for the quantitative component and through thematic analysis for the qualitative part. Results indicate that, overall, students in Year 6 felt less creative than students in Year 5. Furthermore, findings show that the type of school attended impacted the students’ perception of creativity. From a qualitative perspective, findings led to insights into (i) the interpretation of the term creativity and (ii) the impact of the school environment and how timetabling impacted students’ creativity. The findings suggest that the student’s perceived creative personal identity and the concrete manifestations that they engage in are influenced by environmental factors.
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Cheng L, Yan J, Ma X, Chen X, Liu Z. The Revision and Application of Aurora in China: Based on Successful Intelligence. J Intell 2022; 10:jintelligence10040120. [PMID: 36547507 PMCID: PMC9786017 DOI: 10.3390/jintelligence10040120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Revised: 10/30/2022] [Accepted: 12/02/2022] [Indexed: 12/12/2022] Open
Abstract
Aurora Battery is a corresponding test of successful intelligence. This study aims to examine the factorial structure of the Chinese version of Aurora Battery and to investigate its internal consistency and validity, as well as to discover the developmental features of Chinese students. A total number of 2007 students were recruited from 13 schools across eastern, central, and western China, ranging from 4th to 8th grade (mean age = 12.29 years) and among them, 43.9% are girls. Confirmatory factor analysis (CFA) was used to examine the factorial structure. Among the tested models, a second-order factor model, in which the three ability factors serve as indicators of a general factor, provided an acceptable model fit to the data. Moreover, measurement invariance across gender and grades were supported, which suggests the mean scores of analytical, creative, and practical abilities are comparable in this research. The criterion-related validity analysis suggests that the battery and its three subscales have good criterion validity. The scale reliability analysis shows that the Cronbach's alpha and the McDonald's omega value of the whole test were .84 and .87, respectively, indicating the scale's internal reliability is good. For ability differences among grades, students' analytical and practical abilities increase across all grades, while creativity presents an upward trend from grade 4 to 6, followed by a downward trend from grade 6 to 7, and an increase from grade 7 to 8. Female students outperform male students on both analytical and creative ability, while with no obvious difference on practical abilities.
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Affiliation(s)
- Li Cheng
- Faculty of Education, Beijing Normal University, Beijing 100875, China
- Developmental and Educational Research Center for Children’s Creativity, Faculty of Education, Beijing Normal University, Beijing 100875, China
| | - Jinglu Yan
- Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing 100101, China
- Institute for Social Science Research, The University of Queensland, Brisbane, QLD 4068, Australia
- Correspondence: (J.Y.); (Z.L.)
| | - Xiaochen Ma
- Shenzhen Nanshan Longyuan School, Shenzhen 518052, China
| | - Xiaoyu Chen
- Faculty of Education, Beijing Normal University, Beijing 100875, China
| | - Zhengkui Liu
- Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing 100101, China
- Correspondence: (J.Y.); (Z.L.)
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Acar S, Tadik H, Uysal R, Myers D, Inetas B. Socio‐Economic Status and Creativity: A Meta‐Analysis. JOURNAL OF CREATIVE BEHAVIOR 2022. [DOI: 10.1002/jocb.568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Lubart T. Creativity Today. EUROPEAN PSYCHOLOGIST 2022. [DOI: 10.1027/1016-9040/a000486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Affiliation(s)
- Todd Lubart
- Université Paris Cité and Université Gustave Eiffel, LaPEA, Boulogne-Billancourt, France
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Chen H, Liu C, Zhou F, Chiang CH, Chen YL, Wu K, Huang DH, Liu CY, Chiou WK. The Effect of Animation-Guided Mindfulness Meditation on the Promotion of Creativity, Flow and Affect. Front Psychol 2022; 13:894337. [PMID: 35719584 PMCID: PMC9204527 DOI: 10.3389/fpsyg.2022.894337] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Accepted: 05/09/2022] [Indexed: 12/27/2022] Open
Abstract
Creativity is so important for social and technological development that people are eager to find an easy way to enhance it. Previous studies have shown that mindfulness has significant effects on positive affect (PA), working memory capacity, cognitive flexibility and many other aspects, which are the key to promoting creativity. However, there are few studies on the relationship between mindfulness and creativity. The mechanism between mindfulness and creativity is still uncertain. Meditation is an important method of mindfulness training, but for most people who do not have the basic training, it's difficult to master how to get into a state of mindfulness. Animation has been shown by many studies to help improve cognition and is often used as a guiding tool. Using animation as the guiding carrier of meditation is more convenient and easier to accept. Therefore, this study adopted the intervention method of animation-guided meditation, aiming to explore: (1) the effect of animation-guided meditation on enhancing creativity; (2) the role of flow and emotion in the influence of mindfulness on creativity. We advertised recruitment through the internal network of a creative industrial park, and the final 95 eligible participants were divided into two groups: animation (n = 48) and audio (n = 47) guided meditation. The animation group was given an animated meditation intervention, and the audio group was given an audio meditation intervention, both interventions were performed 3 times a week and last for 8 weeks. Results: (1) Animation-guided meditation significantly increased participants' mindfulness and creativity levels; Significantly reduced their cognitive load compared to audio-guided meditation. (2) Mindfulness has a significant direct effect on creativity, and significant indirect effects on creativity; Flow and PA act as the mediating variable. Conclusion: (1) Mindfulness, flow, and PA all helped to improve the subjects' work creativity. In addition to the direct positive impact of mindfulness on creativity, mindfulness can also have an indirect positive impact on creativity through flow and PA. (2) Compared with audio, animation can significantly reduce cognitive load and help improve users' cognitive ability, which is more suitable for the guidance materials of mindfulness meditation to enhance the effect of meditation.
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Affiliation(s)
- Hao Chen
- School of Film Television and Communication, Xiamen University of Technology, Xiamen, China
- Business Analytics Research Center, Chang Gung University, Taoyuan City, Taiwan
| | - Chao Liu
- Business Analytics Research Center, Chang Gung University, Taoyuan City, Taiwan
- School of Journalism and Communication, Hua Qiao University, Xiamen, China
| | - Fang Zhou
- Department of Economic and Management, Suzhou Vocational Institute of Industrial Technology, Suzhou, China
| | - Chao-Hung Chiang
- Department of Shipping and Transportation Management, National Penghu University of Science and Technology, Magong, Taiwan
| | - Yi-Lang Chen
- Department of Industrial Engineering and Management, Ming Chi University of Technology, New Taipei, Taiwan
| | - Kan Wu
- School of Journalism and Communication, Hua Qiao University, Xiamen, China
- Department of Orthopaedic Surgery, Chang Gung Memorial Hospital, Taoyuan City, Taiwan
| | - Ding-Hau Huang
- Institute of Creative Design and Management, National Taipei University of Business, Taoyuan City, Taiwan
| | - Chia-Yih Liu
- Department of Psychiatry, Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Wen-Ko Chiou
- Department of Industrial Engineering and Management, Ming Chi University of Technology, New Taipei, Taiwan
- Department of Psychiatry, Chang Gung Memorial Hospital, Taoyuan, Taiwan
- Department of Industrial Design, Chang Gung University, Taoyuan City, Taiwan
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Positive Creativity in a Negative World. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12030193] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/04/2022]
Abstract
In this article we raise two linked questions in relation to positive creativity (creativity that can help transform the world to a better place): (1) Why does a great deal of positive creativity fly under the radar? and (2) What can be accomplished to enhance the visibility and frequency of positive creativity? Building off of the recent CASE model (Capital, Awareness, Spark, Exceptionality Model), which is focused on creativity that is hidden and overlooked, we unpack some of the reasons why positive creativity is often ignored in classroom settings. Using this framework as an intervention tool allows us, conversely, to identify those elements that can be enhanced to make positive creativity more visible and, overall, more present in education (and beyond).
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