Покращення когнітивного та творчого мислення через використання інноваційних педагогічних технологій у процесі професійної підготовки

Abstract

This study reveals the effect of a sustainable training program, based on the technology-mediated learning environment , cognitive load, and self-efficacy has on cognitive and creative thinking styles through increasing learning motivation. The experimental model was based on five hypotheses which were as follows: (1) technology-mediated learning environment will positively affect cognitive and creative thinking styles; (2) technology-mediated learning environment will positively affect students’ learning motivation; (3) the cognitive and creativity purpose load will contribute to students’ learning motivation; (4) self-efficacy will considerably affect learning motivation; (5) learning motivation will substantially affect fostering cognitive and creative thinking styles. Cognitive reflection test, creative personality scale, the questionnaires were used to collect data. SPSS and SmartPLS statistical analysis tools were used to process collected data. A descriptive statistical analysis was used to analyse general information from the first section of the questionnaire. The partial least square (PLS) was applied to process the second section of the questionnaire. A confirmatory factor analysis (CFA) was used to exercise a measurement model, and then a structural model was employed to investigate the path analysis of the potential factors. The results of this study found that the technology-mediated learning environment improved cognitive and creative thinking styles through increasing learning motivation. This study confirms that there is a positive relationship between learning motivation and the development of cognitive and creative thinking styles. However, the study proved the fact that when students are overloaded with cognitive tasks, they are not able to manage to be engaged in critical thinking or creativity purpose activity productively. The research result could provide design guidelines for organising cross-disciplinary and cross-institutional teaching-learning environments.