Examining contributors to Vietnamese high school students’ digital creativity under the serendipity-mindsponge-3D knowledge management framework

Abstract

Since the digital environment is a part of human society and the global economy is transitioning from a knowledge-based to a creative economy, digital creativity is now considered a crucial factor for economic growth and personal success. The current study explores factors contributing to digital creativity cultivation among Vietnamese high-school students through the lens of the Serendipity-Mindsponge-3D (SM3D) knowledge management framework. Employing Bayesian Mindsponge Framework (BMF) analytics on UNESCO's dataset of 1061 observations, we found that digital capability and digital openness have positive impacts on the improvement of digital creativity among high-school students. Students’ autonomous learning is also associated with digital creativity, but the effect is moderated by parents’ and teachers’ encouragement. Specifically, for students frequently receiving parents’ and teachers’ encouragement to learn and explore on the Internet, their self-learning is associated with higher digital creativity. For those with no or limited parents’ and teachers’ encouragement, self-learning is associated with lower digital creativity. Based on these findings, we suggest that digital creativity can be cultivated by enhancing their capability of using digital devices, openness to new information sources on the Internet platform, and autonomous learning with encouragement from family and school.