Shifts in implicit theories of creativity among undergraduates participating in a magic program

Abstract

While several strands of research have been conducted and shown the effectiveness of using magic performance as a pedagogical solution to enhance students’ creativity and to teach creative thinking principles, it is still unclear how watching and learning magic influences students’ understanding of creativity. In this study, we employed a Q-sort approach to investigate 17 undergraduate students’ creativity belief shifts before and after participating in magic activities in a class. The Q-sort approach engendered six factors from pre-Q-sorting and four factors from post-Q-sorting. Our findings revealed that the majority of the students formed a belief in creative creation and imagination after being involved in magic activities. Additionally, linking critical thinking to creativity was also found to be a major shift in the students’ creativity beliefs. These two major findings were also corroborated by students’ reflective journals. Theoretical and practical implications of the findings are discussed, along with the limitations of this study.