Creative Problem-solving Skills Research Articles

Exploring the Relationship Between Video Game Engagement and Creative Thinking in Academic Environments: Cross-Sectional Study

This study explores the relationship between video game engagement and creative thinking among university students in an academic setting. Utilizing a descriptive cross-sectional qualitative approach, semi-structured interviews were conducted with 40 university students aged 17–25 years, from various academic disciplines. The sample, predominantly female (57.5%) and aged 22 years (27.5%), provided diverse perspectives on the impact of video games on their academic and creative capabilities. The thematic analysis of the interviews revealed significant insights into how video games may enhance creative problem-solving skills and overall creative thinking in an educational context. The study found that a high percentage of participants (47.5%) had a grade point average (GPA) of 4.0, suggesting a potential link between academic performance and video gaming habits. The results highlight the need for further research into specific game genres and their distinct influences on creativity among different demographics. This study contributes to the growing body of literature on the cognitive benefits of video games and their potential to foster creative skills in higher education environments.

Exploring the Development of Creative Imagination across Different School Grades

The development of creative imagination across different school grades involves examining that students’ ability to think creatively and imaginatively evolves as they progress through their education journey. This study examines the development of imaginative creativity across a range of students' grades, emphasizing the roles that various factors play in students' creative growth, such as parental engagement, creative competition participation, innovative problem-solving skills, guidance from teachers, and visualization abilities. Information has been gathered from 150 teachers and 150 students who took part in speech, storytelling, and art competitions. With the use of SPSS version 28, discriminant and factor analyses were carried out to examine how these variables differentiate students across grade levels and identify fundamental aspects of creativity. Also, the self-reported questionnaires were executed to explore the student's creative thinking level. The outcomes show that creative problem-solving skills and mentorship from trainers are important factors in enhancing students' creativity, parental involvement and visualization also have a significant impact. These results highlight the importance of parental and instructional guidance in supporting inventive growth throughout various school grades and provide insightful information about the elements influencing students' increased creativity.

A Case Study on the Application of a STEAM Education Program for Children in a Community Child Center: Focusing on Creative Problem-Solving and Interpersonal Skills

Objectives: This study aimed to observe the behavior of early grade elementary-school children enrolled in a community child center regarding creative problem-solving and interpersonal skills during the STEAM education program using qualitative research methods.Methods: The 10th STEAM education program was conducted from May to July 2023 at a community child center. With the consent of the participants, six early grade elementary-school children from the community child center were selected. The collected data were investigated to determine qualitative changes in participants’ behavior and thinking. The data were analyzed according to the criteria for creative problemsolving and interpersonal skills.Results: This study classified three stages of change in children while implementing the STEAM education program. In the 1st to 3rd sessions, the results were classified as “Problem-solving through profound exploration and observation” and a “Lack of interest and participation motivation” in creative problem-solving skills, and “Communication lacking consideration” in interpersonal skills. In the 4th to 9th sessions, they were categorized as “Idea presentation through divergent thinking” and “Perseverance toward achieving goals” in creative problem-solving skills and “Decision-making through role allocation” and “Sharing resources and cooperative communication” in interpersonal skills. In the 10th session, they were analyzed as “Effective self-expression and acceptance of others” in interpersonal skills.Conclusion: This study is significant because it supports the development of creative problem-solving and interpersonal skills of children in a community child center through the STEAM education program. This suggests the potential to contribute to the diversity and quality improvement of community childcare programs.

Constructing Assessment for Evaluating Critical Thinking and Creative Problem-Solving Skills in the Lesson on Soundwave

The objective of this article is to develop an instrument that can be used to assess the ability to solve creative problems (CPS) and critical thinking (CT) in the context of sound waves. This work is a component of our research on developing a teaching material that includes assessment as a component of the final product. The objective of this instrument is to evaluate students' critical thinking (CT) and critical problem-solving (CPS) abilities both before and after implementing the recently developed mobile learning teaching resources. To construct the instrument, we adhere to the Facione and Osborn-Parness frameworks for CTs and CPSs. Validity testing and reliability testing comprise this instrument development process. We utilize Cronbach's Alpha to assess reliability and the content validity index to assess validity. According to the content validity index results, four of the six items in the CT instrument were determined to be valid. Conversely, the empirical validation test of the creative problem-solving skills instrument demonstrated that the results were valid and suitable for use. The Cronbach's Alpha results also indicated that both tools accurately evaluated students' creative problem-solving and critical reasoning abilities.

ChatGPT를 활용한 하브루타 수업의 효과

Purpose: The purpose of this study was to examine whether Havruta classes using ChatGPT are effective in enhancing the creative problem-solving and critical thinking skills of pre-infant teachers, and to explore the direction of teaching and learning methods for pre-service teachers to improve future education capabilities. Methods: The subjects of this study were twent-two second graders who are taking early childhood curriculum classes at E University. Havruta classes using ChatGPT were operated for twelve weeks, excluding the first week orientation, midterm and final exams. In order to confirm the effectiveness of classes for pre-infant teachers, creative problem-solving and critical thinking skills were checked before and after, and then analyzed through a paired-sample t-test. Results: First, Havruta classes using ChatGPT of pre-infant teachers were found to have a positive effect on improving creative problem-solving skills. Second, Havruta classes using ChatGPT of pre-infant teachers were found to have a positive effect on improving critical thinking skills. Conclusion: It was confirmed that Havruta and classes using ChatGPT were meaningful as teaching and learning methods for pre-child teachers for future education.

Creative Problem Solving and Communication in Entrepreneurship

This abstract introduces a plug and play set of materials designed for teachers to use as flipped learning tasks in the context of proposal writing and persuasive presentations. These materials were developed based on interview videos featuring young local entrepreneurs, who provided valuable insights and perspectives into the importance of research, creative problem solving, communication and language skills. PolyU students in discipline-specific subjects engage in project-based learning, where they write proposals and deliver persuasive presentations based on their unique understanding and ideas within their respective disciplines. Given the constraints of a tight 13-week schedule, flipped discovery and consolidation materials based on the interview videos have been developed, covering a range of topics related to research, proposal writing, and presentation skills. This submission centers around two plug-and-play sets: Creative Problem Solving and Communication, which can be seamlessly integrated into existing teaching and learning materials as flipped warmer and consolidation activities. Students have expressed in focus group interviews how these materials have made their learning experience more authentic and transferable. By incorporating relatable real-world examples and practical insights, these plug-and-play sets offer teachers a convenient and effective way to introduce engaging warm-up activities into their existing materials. Students are guided to reflect on their research process, creative problem-solving skills and communication skills which are essential for successfully communicating their discipline knowledge and ideas in proposal writing and persuasive presentations.

Implementasi Project Based Learning dalam Pembelajaran Abad 21 pada Mata Kuliah Kesehatan Perempuan dan Perencanaan Keluarga

Education in Indonesia is experiencing development, students are required to compete in the era of industrial revolution 4.0 in the 21st century to be able to improve their abilities, namely collaboration, communication, creative and critical thinking and problem solving skills. So an effort is needed that can be applied to learning activities and one of them is through the application of the Project Based Learning learning model. This project-based learning is a learning strategy that empowers students to gain knowledge and understanding. The aim of this research is to increase student creativity through project-based learning to create teaching media to introduce the female reproductive organs and their functions. Classroom action research research design. The population of this research is all students taking women's health and family planning courses for the 2022-2023 academic year with a sample size of 13 odd semester (three) students. The data collection technique looks at activity during the lecture process and monitors the progress of projects carried out by students using observation assisted by instruments, namely written tests, performance tests and observation sheets. The results show an increase in learning outcomes in the category of students' thinking skills and creativity, which can be seen from the students' enthusiasm in completing the Teaching Aids for Introduction to Female Reproductive Organs project as well as presenting and publishing the results of their work. So it can be concluded that the application of the Project Based Learning (PjBL) learning model can improve the learning outcomes of thinking skills and creativity of students at the Tahirah Al Baeti Bulukumba Midwifery Academy for the 2022/2023 Academic Year.

The Significance of Developing Advanced Higher Order Thinking Skills in China’s Arts Education

Arts education has an integrative role in promoting the intellectual, aesthetic and emotional growth of students. Arts education not only develops students' professional skills, but also helps them develop holistically. To achieve good results in the arts, students need to be innovative. In China, arts education has been innovating, however, challenges remain, including the use of standardized testing, gaps in educational resources, and teacher pedagogy, all of which affect the development of students' innovative abilities. Higher order thinking skills (HOTS) play a key role in students' academic success and innovation; HOTS encourages critical analysis, fosters creative problem-solving skills, and prompts innovative thinking, which helps art students to improve their thinking skills and develop their creative abilities. Currently, there is a lack of consensus and widespread application of HOTS in Chinese art programs. the integration of HOTS with arts education becomes crucial in ensuring students' cognitivedevelopment as they cope with the challenges posed by social development.

Efficiency Divide: Comparative Analysis of Human & Neural Network Algorithm Development

The paper delves into a comparative analysis between human and artificial intelligence (AI) capabilities in algorithm development, with a specific focus on the challenges presented in the "Advent of Code." The research thoroughly investigates the performance of Generative Pre-trained Transformers (GPTs), such as ChatGPT and Bard, in solving intricate algorithmic problems and benchmarks these results against those achieved by human participants. A sizeable portion of the study is dedicated to understanding the nuances of prompt engineering in AI and how it affects the problem-solving process, alongside exploring the choice of programming languages used by both AI and humans. The methodology of the research is extensive, involving the participation of both AI models and human subjects, who vary in their levels of programming expertise. This approach allows for a comprehensive evaluation of the correctness and efficiency of solutions, along with the time taken to resolve the given problems. The results from this study reveal intriguing insights. While AI models like GPTs demonstrate an impressive speed in problem resolution, they often fall short in accuracy when compared to human problem-solvers, particularly in tasks demanding deeper contextual understanding and creative reasoning. Furthermore, the study delves into the impact of time constraints on the effectiveness of problem-solving strategies employed by both AI and humans. It finds that under strict time constraints, AI models can quickly generate solutions, but these solutions may lack the depth and accuracy found in those devised by human participants. This aspect of the research highlights the trade-off between speed and precision in AI-driven problem solving. The research extends its implications beyond mere performance comparison. It suggests the potential for a synergistic approach where the computational efficiency and rapid problem-solving abilities of AI can be effectively combined with the nuanced understanding and creative problem-solving skills inherent in humans. This hybrid approach could redefine the future landscape of programming and algorithm development. The study not only provides a critical analysis of the capabilities of AI in the realm of algorithmic problem-solving but also paves the way for future exploration into the collaborative dynamics of human-AI interaction in programming. It highlights the evolving role of AI in programming and underscores the importance of balancing AI’s computational prowess with human creativity and adaptability in solving complex, real-world problems.

Improving 6th Grade Students’ Creative Problem Solving Skills Through Plugged and Unplugged Computational Thinking Approaches

In the digital age in which we live, one of the primary goals of education is to nurture individuals who are capable of thinking creatively, solving problems, and being innovative and productive. Computational thinking is an analytical process that requires defining problems and at the same time solving these problems by proceeding in creative ways. Based on this possible pattern of relationship between computational thinking and creativity, the aim of this study was to determine how two different versions of the computational thinking approach (plugged and unplugged) affect 6th-grade students' creative problem-solving skills (CPSS). Thus, two different teaching modules were designed on the circulatory system with a focus on plugged and unplugged computational thinking. A quasi-experimental design was used. Experiment group 1 utilized the plugged teaching module, experiment group 2 worked with the unplugged teaching module, and the control group in the Turkish middle school science curriculum's inquiry-based science activities. All three groups participated in 16 h of lessons over a 4-week period. We utilized the Creative Problem Solving Skills Inventory (CPSSI) for data collection. The results demonstrated that both the plugged and unplugged teaching modules were more successful at enhancing the CPSS than the inquiry-based science activities. Furthermore the unplugged teaching module was significantly more successful in developing CPSS compared to inquiry-based science activities. Hence, this empirical study demonstrated that both plugged and unplugged computational thinking approaches can enhance CPSS, but also reveals the greater effectiveness of unplugged approaches in fostering middle school students' CPSS.

Productive Failure-based Programming Course to Develop Computational Thinking and Creative Problem-Solving Skills in a Korean Elementary School

Productive Failure-based Programming Course to Develop Computational Thinking and Creative Problem-Solving Skills in a Korean Elementary School

The Influence of Creative Problem-Solving on the Longevity of Small and Medium Enterprises

This research modeled the influence of critical thinking, creative thinking, organizational innovativeness, creative problem-solving abilities (CPS), and internal business performance factors on the longevity of small and medium enterprises. A total of 105 manufacturing and 99 construction small and medium enterprises (SMEs) were compared using a survey. Inferences were drawn using structural equation modeling. Confirmatory factor analysis revealed that latent variables within the creative problem-solving model overall demonstrated moderate ability to predict longevity. However, the creative problem-solving structural equation models for both sectors showed that creative thinking strongly increased critical thinking, which increased SMEs’ longevity. For the manufacturing sample, creative thinking also increased organizational innovation, which increased longevity. The stronger manufacturing sector also demonstrated more significant paths and larger beta coefficients overall. Respecifying the structural model by introducing the business performance measure increased the size of the model coefficients. Creative problem solving, however, only exerted a weak direct influence on longevity for both sectors. Creative thinking skills strengthened critical thinking, which in turn increased the longevity of SMEs. More emphasis on creative thinking could also improve innovation skills and longevity. Better creative thinking could also improve creative problem solving. Optimizing business performance factors (sales growth, after-tax return on assets, profits after tax, market share, liquidity, customer loyalty, and image) appeared necessary for this process to be most effective. SME managers need creative thinking, critical thinking, innovative thinking, and creative problem-solving abilities. Identifying such creative problem-solving skills and leveraging them can enhance the competitive performance and longevity of individual SMEs.

The Effect of Project-Based Learning Method on Creative Problem-Solving in Students of the Entrepreneurship Study Program, Indonesian University of Education

The effectiveness of learning is significant in preparing students' skills paradigms. This research aims to instill the influence of the Project Based Learning (PjBL) method on students' Creative problem-solving abilities in the context of entrepreneurship learning. This research focuses on Indonesian Education University Entrepreneurship Study Program students who have taken the Start-up course. Creative problem-solving skills are considered important in preparing students to face the demands of an increasingly complex world of work. The research method used is quantitative with a descriptive verification approach, and data collection is carried out through questionnaires. The results of the research show that project-based Learning (PjBL) has a significant influence on increasing creative problem-solving abilities in students of the Entrepreneurship Study Program at the Indonesian University of Education. This research shows that Project Based Learning significantly improves the quality of Creative Problem Solving for Entrepreneurship Study Program Students at Universitas Pendidikan Indonesia

Development of Problem-Based Mobile Augmented Reality Application to Enhance Creative Problem-Solving Skills for Undergraduate Students

This study aims to develop a problem-based mobile augmented reality (AR) application to enhance creative problem-solving skills among undergraduate students. The research involves an experiment conducted on a sample group of 30 undergraduate students enrolled in the maintenance of computers and audio-visual equipment course, selected through a simple random sampling method. The instruments used in the study included structured interview questions, needs assessment questionnaires, quality evaluation of mobile applications, evaluation of the learning plan, measurement of creative problem-solving ability, and satisfaction surveys. The data obtained were analyzed using mean, standard deviation, dependent t-test, and effect size statistics. The findings demonstrated that the developed mobile application achieved the highest quality level, with an average value of 4.62 (SD = 0.64). The mobile application efficiency reached 75.48 out of 75.16, meeting the established threshold of 75 out of 75. Using the mobile application led to statistically significant improvements in creative problem-solving skills after the learning process, with scores higher than those before learning at the 0.05 level. The effect size was 6.61, indicating a large impact. Additionally, student satisfaction with the mobile application was reported as the highest.

2년제 대학생의 캡스톤 디자인 수업경험 탐색

Objectives The purpose of this study is to explore the meaning of college students' experiences in capstone design classes.
 Methods A case study using in-depth interviews was conducted with 7 college students enrolled in a two-year university located in the metropolitan area. Participants in the study were students in the fourth semester of the last semester of graduation, which is a requirement to take a capstone design course, and participated in a capstone design class for 3 hours a week for 15 weeks. Efforts were made to increase the validity and reliability through triangular verification and research participant confirmation process through research interview records.
 Results The meaning of the college student's capstone design class experience is, first, a venue for acquiring opportunities to improve understanding of major subjects and improve practical skills. Second, an opportunity to re-establish awareness of work-human relationships. Third, it turned out that they met themselves who grew up in the stage of improving their creative problem-solving skills and voluntarily producing knowledge.
 Conclusions It is believed that it will be meaningful to understand capstone design classes in the future and use them as basic data for systematic capstone design classes to strengthen students' practical skills.

Innovative FOCUS: A Program to Foster Creativity and Innovation in the Context of Education for Sustainability

This study is based on the urgent need to adapt education systems to meet the challenges of the 21st century. It examines the implementation of the “Innovative FOCUS” program at the secondary school level to promote creative problem-solving skills in the sustainability context. The Innovative FOCUS program employs a two-stage approach, integrating flexibility, originality, creative personality development, and strategic planning. It includes in-service teacher training and a challenge-based learning framework in which students engage in real-world sustainability projects. The program’s effectiveness was evaluated through teacher and student feedback focusing on the development of prototypes addressing sustainability challenges. The implementation of the InFOCUS program in 19 secondary schools demonstrated significant effectiveness. Teachers indicated that the program’s tools were effective in promoting students’ creativity and problem-solving skills. Of the 64 student teams, 62 successfully developed innovative prototypes, reflecting an improved capacity for innovative thinking and underlining the practical impact of the program. The Innovative FOCUS program effectively integrates sustainability education with creative and critical thinking skills. It demonstrates the potential of challenge-based learning in transforming students’ approaches to real-world problems, aligning education with 21st-century sustainability goals. The program’s success highlights the importance of such innovative approaches in contemporary education systems.

The Development of Students’ Creative Problem-Solving Skills Through Learning Model in Gamification Environment Together with Cartoon Animation Media

The aims of this study were to synthesize and evaluate the learning model in gamification environment together with cartoon animation media to promote students’ creative problem-solving skills. This study was divided into three phases, (i) synthesized and evaluated the appropriateness of learning model (ii) developed cartoon animation and (iii) assessed creative problem-solving skills. The results show that the learning model consisted of three main components: teaching component, gamification environment, and activities to promote creative problem-solving. The overall suitability assessment of the developed learning model was averaged at 4.69 (SD = 0.46) out of 5, being at the most appropriate level and the scores of the students’ post-learn creative problem-solving skills assessment were significantly higher than the criteria at the level .05. These results lead to a conclusion that the learning model in gamification environment together with cartoon animation media can significantly promote students’ creative problem-solving skills and can be applied to develop desired learners’ achievements and skills.

Building Research Skills Using Digital Educational Technologies

Change in social demands requires knowledge and skills that can be applied across disciplines. Professionals who can analyse problems, think critically, solve problems, communicate effectively, and take leadership are essential to meet new challenges in today's society. In this context, not only the area of expertise is important, but also the ability to think and learn, communicate and collaborate. Tackling complex interdisciplinary challenges requires professionals trained in creative thinking, problem solving, self-learning, team building, and other high skills. Among them, research skill is obligatory. Its development is important especially for future teachers. The ability to find new information and apply new methods for teaching children in school forms an integral part of the teacher's competence. In the context of distance learning, the development of such skills is fulfilled using digital technologies. The purpose of the study is to investigate the impact of digital technologies on the development of research skills of future primary school teachers. In this study, methods such as analysis, synthesis, survey, and case study were used. The study was conducted in the context of online learning at the Faculty of Pedagogy by students of the educational programme 6 В01 301 "Pedagogy and methods of primary education" based on the Buketov Karaganda State University. This study found that students acquired research and creative thinking skills through an open interprofessional distance learning course with digital adoption. This will increase the effectiveness of training and develop a new programme with the inclusion of digital technologies for higher educational institutions of the country.

디자인 씽킹 프로세스를 적용한 디자인 프로젝트 수업 모형연구

In order to lay the theoretical foundation for a systematic education program on the social responsibility and role of design, this study developed a teaching model that applied a project-based design thinking process for solving human-centered social problems to the “Design and Ethics” course, which is a basic major class in the Department of Design at a four-year university in Gyeonggi-do. The project teaching method consisted of five stages: frame a question, gather inspiration, generate ideas, prototype, test to learn, and improvement of the design thinking process. The results of the class showed positive learning satisfaction in terms of learning comprehension, creative thinking, and problem-solving ability, and it was an opportunity to experience a human-centered problem-solving process. The systematic curriculum on the social responsibility and role of design was organized to effectively utilize specialized technology as a means for solving human social problems, and it is significant in that it met the demand for education of the times, which includes sharing various perspectives through team project classes and cultivating a new creative problemsolving skills. In the future, it is hoped that it will develop into a practical social design education program by linking it with multidisciplinary convergence, government agencies, private companies, and social enterprises.

생성형 인공지능을 활용한 과학 동화책 만들기가 초등과학 영재 학생의 자기효능감과 창의적 문제해결력에 미치는 영향

The purpose of this study is to investigate the impact of a science storybook creation program using generative artificial intelligence on the self-efficacy and creative problem-solving skills of the science gifted students in elementaryschool. For this purpose, the program developed in this study was administered to 60 5th grade students in an elementary school science gifted class, and analyzed using the SPSS 26.0 statistical program to determine whether theprogram was effective in improving students' self-efficacy and creative problem-solving skills. The results of this study are as follows. The science storybook making class using generative artificial intelligence was found to have a positiveeffect on improving the self-efficacy and creative problem-solving skills of science gifted students in elementary school. Additionally, these classes were found to improve their scientific attitudes.