Abstract
This paper aims to investigate the implications of divergent thinking (DT) on the 'Habit-Bound Thinking' of undergraduate design students. The goal of this research is to find a way to develop creative designs that accurately mimic 2D frequent shapes. The results of this semi-experimental study gathered and analyzed observational data to evaluate the participants' divergent thinking abilities to generate a wide range of ideas or solutions to a given situation. Two colleges' worth of 120 students were split evenly between the control and experimental groups. This data set addressed the study's primary research question and produced substantial changes in the outcomes. Students in the control group improved significantly on tests measuring component knowledge and creative ability after receiving training and creating the graphical models. These results back up the theory that student creativity is fostered via project-based learning. The establishment of workshops led to a rise in originality
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