Abstract
Creativity can be evaluated from learners’ internal motivation and learning outcomes. Implementation of innovative teaching methods by teachers can increase students’ learning motivation. In this study, convenience sampling was employed to select 54 students from a packaging design course; they were randomly grouped into 12 creative teams. Design thinking was integrated into the packaging design course, and its influence on the students’ creative self-efficacy and flow experience was investigated through empirical research. A pretest–posttest design was adopted to perform teaching experiments. In the pretest, conventional lectures were employed, whereas in the posttest, design thinking teaching was incorporated into the course. Packaging design practice spanned 4 weeks. The experiment results revealed that in the 12 creative teams, the students’ creative self-efficacy and flow experience were superior in the posttest than in the pretest. The results also demonstrated that design thinking improved the self-efficacy of students with low creativity tendency as well as the creative flow experience of all students regardless of creativity tendency.
Highlights
The emergence of self-service merchandise has rendered packaging design increasingly important [1]
A preliminary interpretation of the results indicated that design thinking had positive effects on the students’ creative self-efficacy and flow experience
For the high-creativity tendency group, F(1, 46) = 1.68, which was nonsignificant (p = 0.202). These findings indicated that integrating design thinking into the packaging design course improved the creative self-efficacy of the low-creativity tendency group
Summary
The emergence of self-service merchandise has rendered packaging design increasingly important [1]. The packaging design of merchandise is an extremely complicated design topic. Reviewing the methods for teaching traditional packaging design indicates that most of such methods involve teachers lecturing on theories and hands-on practice by students. The time gap between the theories and practice often prevents students from comprehending the key points of the course unit. Such bidirectional problems between teaching and learning have long existed in design education [4]. Packaging design is a design course requiring both creativity and professionality [5,6]. The objective of this study was to determine how to subvert the traditional course model of packaging design and improve students’ design creativity
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