Abstract
Value co-creation has become an increasingly important issue in higher education. Existing studies point out that value co-creation has many effects on students and teaching, but there are few studies on the effects of value co-creation on students’ course performance. Whether the degree of instructional value co-creation is reflected in student performance is the main issue of this study. Thus, with the course Digital Publication Design as the case study, this study uses a one-way analysis of variance (ANOVA) with a sample of 33 students to investigate the relationship between value co-creation and students’ course performance in higher education. The results indicate that the degree of value co-creation in the course does not positively affect the course grade, which may be related to the inadequacy of existing scoring mechanisms and the degree of student motivation to engage in co-creation. The paper concludes with further discussions of modifications to the experimental study to and for subsequent use of co-creation in higher education.
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