The use of Augmented Reality (AR) in learning has shown rapid development. This study aims to analyze the effect of AR integration on students’ creative thinking abilities in the topic of surface area and volume of cubes and rectangular prisms. We applied a quasi-experimental design by utilizing two existing classes, namely an experimental class consisting of 32 students and a control class consisting of 30 students. We used an essay test instrument measuring creative thinking ability that had undergone expert validation using the Q-Cochran test before being used for data collection. Data analysis was conducted using descriptive statistics and an independent samples t-test. The analysis showed a significant difference between the post-test scores of the two groups, with t(60) = 2.31 and p = 0.012 (one-tailed). The effect size calculation produced a Cohen’s d value of 0.60 (moderate effect). These results indicate that students who participated in AR-assisted mathematics learning obtained higher creative thinking scores than students who participated in learning without AR support. This finding indicates that the implementation of AR is able to provide a meaningful effect as well as a positive contribution to the development of students’ creative thinking abilities in solving mathematics problems.

Impact of a play-based intervention on creativity and cognitive flexibility measures in primary education students in Antofagasta (Chile).

This research is motivated by the low critical thinking skills and creativity of elementary school students. This study aims to test the effectiveness of the implementation of the concept sentence learning model combined with the fishbowl method on improving students' critical thinking skills and creativity in natural science subjects. The method used is experimental research with a one-group pretest-posttest design involving 23 fourth-grade students at Elementary School Inpres Bira 2, Makassar. Data was gathered via questionnaires and examined utilizing paired samples tests and Wilcoxon signed ranks tests. The results showed a significant increase in the average critical thinking score from 68.86 to 88.73 (Sig. 0.000 < 0.05). Furthermore, student creativity scores increased from 51.17 to 75.08, supported by the Wilcoxon test results with an Asymp. Sig. (2-tailed) value of 0.000. The integration of these two methods effectively helps students’ structure logical concept sentences while providing a dynamic discussion space for expressing creative ideas. This research contributes an alternative active learning strategy for educators to create a more dynamic and solution-oriented classroom atmosphere.

The Consensual Assessment Technique (CAT) is a gold standard of creativity assessment which provides valid product-based creativity scores that are contextually grounded (stemming from raters with unique expertise, culturally and historically situated). However, its implementation is often demanding (raters' burden, complex rating designs). This study investigates whether machine learning can effectively simulate expert-panel judgments of creativity using minimal training data. Using a dataset of 411 short stories, we compared the performance of Random Forest (RF), Gradient Boosted Trees, and Decision Tree models, based on story length and Divergent Semantic Integration, to predict expert CAT ratings by (1) identifying the optimal algorithm and (2) the minimum training sample size required for reliable prediction. Results indicate that RF consistently outperformed other algorithms, achieving high correlations with CAT scores (r = 0.80) using as few as 25 training stories. Furthermore, RF demonstrated superior accuracy and lower reliance on story length compared to LLM-based scoring models. These findings provide a robust proof-of-concept for using simulated expert panels as a scalable alternative to (decontextualized) automated assessment methods, while reducing human raters' burden and the logistical constraints of complex rating designs. Extension of this work to different contexts, creativity tasks and domains are necessary to gauge its generalizability.

This study aims to investigate the effectiveness of inquiry-based learning in enhancing students’ creativity as a dimension of deep learning and its impact on learning outcomes in elementary education. The research was conducted with sixth-grade students at SDN Wanamulya, Pemalang Regency. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The instruments included a creativity observation checklist and an IPAS learning achievement test. Data were analyzed using descriptive statistics and comparative analysis to examine changes in students’ creativity and learning outcomes before and after the implementation of inquiry-based learning. The findings indicate that students’ creativity improved following the implementation of inquiry-based learning, as reflected in the increase in the mean creativity score from 2.34 in the pretest to 3.54 in the posttest. Improvements were observed across several dimensions, including idea fluency, flexibility in problem-solving, originality, and elaboration. In addition, students’ learning outcomes showed a significant increase, with the class average score rising from 63.40 in the pretest to 82.15 in the posttest. The percentage of students achieving the minimum mastery criterion also increased from 45% to 85%. In conclusion, inquiry-based learning is effective in promoting meaningful learning and supporting deep learning by enhancing students’ creativity and improving learning outcomes in elementary education.

Abstract This paper is based on a comparative quantitative research design, which examines the variation in the levels of creativity and academic performance of adolescents who were exposed to supportive and non-supportive classroom settings. The sample population was selected through purposive sampling of 240 secondary school students by taking an equal ratio of students in non-supportive and supportive classroom environments. Research questions were investigated on the level of creativity, academic performance, classroom climate, teacher encouragement and student autonomy. The results show that there were great variations in the two groups in terms of measures of creativity and academic achievement. Higher creativity score and superior performance of students in supporting classroom settings have been shown to be better than students in non-supportive classroom settings. The t-tests of independent samples show that both the creativity and academic achievement of the two kinds of classrooms are significantly different. Additional results obtained indicate that teacher encouragement and participative classroom climate are two significant factors to enhance better student outcomes, which involves 45% of the relationship between creativity and achievement scores. The research highlights the significance of favorable classroom environments in ensuring cognitive flexibility as well as academic achievement among teenagers. The results are in line with the modern education theories that address the importance of environmental support to develop creative and academic growth. Nevertheless, the article mentions such limitations as the limitation of the sample size and the use of institutional academic records. Further studies of other psychosocial factors and the use of longitudinal studies to enhance the understanding of the long-term developmental outcomes are important in the future. Keywords – Classroom climate, Creativity, Academic performance, Supportive environment, Adolescents

• Evaluates the performance of leading generative AI models (Midjourney, DALL·E 2, and Stable Diffusion) for regional residential architectural design. • Provides a comparative analysis based on design accuracy, cultural representation, and architectural fidelity. • Uses a mixed-methods approach combining expert visual evaluation and user surveys. • Identifies strengths and limitations of e model in capturing regional architectural elements. • Offers insights into the integration of AI in professional architectural workflows. The integration of generative artificial intelligence into architectural design workflows is transforming the way designers conceptualize and visualize ideas. Despite rapid advancements in text-to-image models such as Midjourney, DALL·E 2, and Stable Diffusion, limited research has investigated their comparative performance in domain-specific applications like regional architecture. This study addresses this gap by evaluating the capabilities of these models in generating modern villa designs inspired by Emirati vernacular traditional architecture. A standardized experimental setup involving a total of 44 design students was employed to generate and assess both interior and exterior design outputs using textual input prompts. The evaluation focused on four key criteria: image quality, architectural accuracy, prompt adherence, and creativity. Midjourney demonstrated the strongest overall performance, achieving the highest scores in image quality, prompt adherence, and creativity, with outputs consistently visually compelling, imaginative, and closely aligned with design prompts, resulting in an impressive overall average score of 4.75. DALL·E 2 also performed well, slightly outscoring Midjourney in architectural accuracy, with a solid overall average of 4.13 despite being somewhat less creative and visually refined. In contrast, Stable Diffusion lagged across all categories, especially in prompt adherence and creativity, with outputs lacking the distinctiveness and detail seen in the other models, leading to the lowest overall average score of 2.75 and demonstrating its relative limitations without further fine-tuning. A major limitation noted across all models was their inability to consistently and accurately represent Emirati architectural elements, underscoring the need for future development of custom models fine-tuned on region-specific architectural design data. These findings emphasize the importance of localized training data and culturally aware model development to advance generative AI applications for architecture.

Generative Artificial Intelligence (AI) has sparked significant debate within creative industries and educational settings. This study examined the effect of integrating Generative AI (Gen-AI) tools into Project-Based 3D Modelling on students' creativity, critical thinking, processes, and workflows. A mixed-method research design with a sequential explanatory approach was employed, involving 19 students from a Malaysian creative arts institution specializing in 3D design, selected through convenience sampling. Quantitative data were gathered from students' creative scores based on Amabile’s Componential Model for Creativity and timeline worksheets documenting the time spent on artwork creation. Qualitative data were collected through interviews to assess critical thinking and through self-reflection forms to evaluate processes and workflows. Insights were also gained from two industry experts regarding their use of Gen-AI tools. Findings indicated that Gen-AI tools enhanced creativity and accelerated the creative process, thereby improving workflow efficiency. However, mixed reactions were observed regarding the implementation of Gen-AI tools in education, highlighting concerns about academic integrity and ethical considerations. This study provides valuable insights into the opportunities and challenges associated with the use of Gen-AI tools in educational contexts.

This study was conducted to address the low levels of creativity and collaboration skills among fifth-grade students at SD Negeri 4 Palu, which were attributed to the use of conventional teaching practices. The objective of this research was to examine the effect of the Problem-Based Learning (PBL) instructional model on students' creativity and collaboration skills in science learning. The study employed a pre-experimental design with a one-group pretest–posttest. The research subjects were 16 fifth-grade students selected through saturated sampling. Data were collected through questionnaires, observations, and documentation, and analyzed using a Paired-Samples T-Test in SPSS version 30. The results revealed a significant increase in students' creativity scores, with the mean rising from 19.38 in the pretest to 28.69 in the posttest. Similarly, the mean collaboration score increased from 21.13 to 31.88. Hypothesis testing showed a significance value of less than 0.001 (Sig. < 0.05), indicating that the Problem-Based Learning model had a statistically significant effect on improving students' creativity and collaboration skills. These findings suggest that implementing PBL effectively enhances essential 21st-century skills in elementary science learning.

This study aims to explore the impact of integrating generative artificial intelligence applications (GAI) on creativity in college students in Palestine. The researchers used a mixed design experimental design with experimental and control groups from college technology education students. A mixed-methods, quasi-experimental design. A sample of 50 educational technology students at a Palestinian university was randomly assigned to an experimental group (n = 25), which used GAI tools (ChatGPT, Bard, Copilot) for learning, and a control group (n = 25), which followed traditional instruction. Quantitative data were collected using a validated 18-item creativity scale measuring fluency, flexibility, originality, and elaboration. Qualitative insights were gathered through semi-structured interviews with 17 participants from the experimental group to explore experiential and perceptual dimensions of GAI use. The results of the study indicated a statistically significant difference between the average scores of the students of the control group and the average scores of the experimental group students in the post-test, in favor of the experimental group. Analysis of the four creative dimensions revealed that GAI had the strongest impact on fluency (idea generation) and flexibility (adapting perspectives), a moderate impact on elaboration (developing details), and a smaller, more complex impact on originality (novelty of ideas), where ethical considerations such as plagiarism risk emerged. Furthermore, the study clarifies that the beneficial effect of GAI on creativity was not moderated by student gender or prior digital skills, suggesting the tools are broadly accessible and effective across these demographics. However, a significant interaction was found with academic performance (GPA): students with “Good” and “Very Good” GPAs benefited most, while those with “Excellent” GPAs showed comparatively smaller gains, possibly due to ceiling effects or differing intrinsic motivation. Also no interaction between gender among groups and GPA was reported as statistically significant, which impacted creativity scores. There is an interaction effect between digital skills and groups on creativity scores of college students. Recommendations include using effective teaching strategies while using GAI that motivates creative thinking. The results advocate for the thoughtful integration of GAI in higher education, supported by structured teaching strategies, ethical training, and collaborative learning models to amplify creativity while mitigating risks to originality and independent thought.

Graduate physics students need to think creatively in order to provide answers to complex problems and advance science. Conventional education tends to focus on analytical abilities and does not give much chance to creativity. This paper discusses how mixed reality (MR) can be utilized to improve creative thinking among graduate physics students. A quasi-experimental design was employed in order to study forty graduate physics students (22-30 years old) studying at a public research university. Two groups were selected at random, including the experimental group (n=20), who were taught through the use of the Microsoft HoloLens 2 and the control group (n=20), who were taught with the use of the traditional lecture-laboratory instruction. The Torrance Tests of Creative Thinking (TTCT) were used to measure creative thinking, which includes fluency, flexibility, originality, and elaboration. The data regarding qualitative data were gathered by observation in the classroom, by student artifacts, and the reflective logs. In the overall creative thinking scores, the MR group had improved by +25% and the control group by +10%. It is worth noting that the MR group recorded significant gains in originality and elaboration. The qualitative data demonstrated that MR was creative due to the possibility of advanced visualization, efficient experimentation, and the exchange of ideas. This paper gives empirical data that MR can be effective in increasing creative thinking in graduate students of physics without affected learning of the content. The results indicate that MR is a useful pedagogical instrument to enhance creativity in STEM education, and it should be included into the advanced physics programs.

General Background: Creativity is a fundamental component of human intelligence and plays an essential role in elementary education, particularly in visual arts learning where students are encouraged to express ideas through drawing activities. Specific Background: In Al-Ishlah Elementary School, many fifth-grade students experienced difficulties in expressing ideas independently and tended to produce similar and basic drawings, indicating limited creative development. Knowledge Gap: Although the demonstration method has been widely discussed in educational contexts, limited classroom action research specifically examines its application in structured shape drawing activities to foster creativity in upper elementary students. Aims: This study aimed to determine whether the application of the shape-drawing demonstration method could increase the creativity of fifth-grade students at Al-Ishlah Elementary School. Results: Using a two-cycle classroom action research model based on Kurt Lewin, the findings showed a progressive increase in students’ creativity scores from 70.08 in the initial observation to 85.49 in Cycle I and 90.75 in Cycle II, indicating measurable improvement after reflective refinement of instructional practice. Novelty: The study highlights structured shape-based demonstration as a practical classroom strategy to reduce students’ hesitation and dependence on peers during drawing tasks. Implications: The findings suggest that carefully implemented demonstration techniques can support creative expression in visual arts education and provide practical guidance for elementary school teachers in designing structured art instruction. Keywords: Demonstration Method, Creativity, Classroom Action Research, Drawing Shapes, Elementary Education Key Findings Highlights Creativity scores increased consistently across two classroom action cycles. Reflective revision of instruction reduced students’ hesitation and imitation behavior. Structured visual modeling supported independent artistic expression.

This research is motivated by the low engagement and high levels of boredom among students in entrepreneurship courses, which have been dominated by one-way PowerPoint (PPT) lecture methods. As many as 80% of students in the initial observation stated they were bored and lacked the motivation to generate innovative business ideas. The purpose of this study was to analyze the influence of the application of gamification on increasing student learning motivation and business creativity. The research method used was a quantitative approach with a Pre-Experimental design (One-Group Pretest-Posttest). The research sample consisted of 25 students taken using the Total Sampling technique. Data collection instruments were Likert scale questionnaires and activity documentation. Data were analyzed using a paired t-test through SPSS software. Overall, this study shows significant improvements in both variables. The average learning motivation score increased from 62.4 (Pre-test) to 88.2 (Post-test). Meanwhile, the average business creativity score rose from 58.5 (Pre-test) to 84.6 (Post-test). These results indicate significance, meaning that the implementation of gamification through points, badges, leaderboards, and business simulations has a positive and significant effect on enhancing students' motivation and business creativity. The conclusion of this study is that the gamification method is effective as a learning strategy for Digital Native students to overcome boredom and stimulate the emergence of original business ideas.

This study examined the developmental trajectories of motor creativity in 120 Arab Israeli children in kindergarten, first grade, and second grade (Mage = 7.06, SD = 0.87; 47% girls) with 40 participants in each group, focusing on three core dimensions: fluency, originality, and imagination. Motor creativity was conceptualized as a multidimensional skill reflecting children's ability to generate novel, flexible, and adaptive movement solutions. Creative movement was assessed using Thinking Creatively in Action and Movement (TCAM), a standardized test of creative expression through movement. Results revealed significant developmental differences across grade levels. Originality and total creativity scores were significantly higher among second graders compared to first graders, suggesting that formal schooling and growing motor proficiency may enhance creative expression. Imagination followed a nonlinear trajectory, with kindergarten children scoring highest, a decline in first grade, and a partial rebound in second grade, reflecting developmental shifts from exploratory play to more structured learning environments. Fluency demonstrated a non-significant grade-level trend. Correlational analyses showed strong interrelationships among fluency, originality, and imagination, reinforcing motor creativity as a cohesive construct. Age and gender were not significantly associated with creativity scores, underscoring that individual capacities and environmental contexts, rather than demographic factors, shape creative development. These findings emphasize motor creativity as a dynamic, context-sensitive skill, highlighting the need for early educational environments that balance imaginative play with structured opportunities for motor refinement and creative problem-solving, particularly during the transition to formal schooling.

This systematic review of 40 studies examined the impacts of quantum leadership principles on creativity and uncertainty management in educational institutions across diverse contexts spanning K-12 and higher education settings in 15 countries. While direct creativity measurement was limited to only 6 studies, available evidence demonstrated positive effects: quantum learning interventions produced higher creative thinking scores (mean 17.00 vs. 13.48 in controls), and quantum leadership principles operated primarily through indirect organizational mechanisms, with organizational trust mediating 46% of variance in creative outcomes (F=206.79, p<.001). Additional outcomes included improved teacher performance with sustained leadership relationships, organizational culture shifts toward collaboration and innovation, and enhanced staff satisfaction under supportive leadership environments.

Creativity is one of the essential competencies for students in facing the challenges of the 21st century, because this ability enables individuals to think critically, innovatively, and produce new solutions that are relevant and useful. At MAN 1 Sarolangun, students' creative potential has not been fully explored due to the dominance of conventional learning methods that are more theoretical, so that students' creative ideas are not optimally channeled. Structured socialization activities are believed to be an effective strategy to foster understanding, motivate, and develop students' creativity systematically. This study aims to design and implement creative socialization activities through a series of structured activities that include creativity workshops, group discussions, creative mini projects, idea competitions, and reflection and evaluation of activity results. The method used is community service with instruments in the form of creativity observations before and after the activity, documentation, and participatory evaluation. The activity was carried out on Wednesday, December 10, 2025, involving students of grades X–XII of MAN 1 Sarolangun. The results of the implementation of the activity were an increase in student creativity scores, the emergence of innovative ideas that can be applied in school assignments and activities, and the formation of a participatory and innovative culture. These findings are expected to be the basis for developing creative learning strategies at MAN 1 Sarolangun, as well as being a model that can be adapted by other schools to foster student creativity in a sustainable manner.

Background. In current studies, it is generally admitted that creativity is an important asset in performing in sports and Physical Education (PE). Based on the multivariate framework, authors have also investigated the influence of motivation, intelligence and cognitive abilities on creative motor performance. However, data surrounding self-esteem and its association with motor performance in ecological domains is scant. Objectives. This study aimed to understand the relationship between self-esteem and motor creativity, focusing on ecological motor contexts in PE at adolescence. Materials and Methods. The experiment population comprised three groups of 20 children in total (N= 60), with 31 girls and 29 boys aged 12 years old. First, self-esteem was assessed using the Rosenberg Self-Esteem Scale (RSES), which demonstrated excellent internal consistency in the sample (Cronbach’s α = .94). Subsequently, participants engaged in a 20 minute ecological game task called “Sitting ball”. Rooted in the multivariate framework, the study measured motor fluency and flexibility by using praxic communication as key indicators of creativity. Once the data was gathered, a factorial analysis was put into place using the Trideux.cloud tool to establish the relationship between self-esteem and motor creativity. Results. The factorial map indicates that self-esteem levels are correlated to motor creativity scores in ecological situations. Analysis conducted at the individual level (N = 60) using a Pearson correlation calculation confirmed these results, associating self-esteem and ecological motor creativity positively with r = .734. Moreover, the findings are statistically significant as the 95% confidence intervals (CI) for self-esteem were between 21.55–25.81 and 48.43–57.90for ecological motor creativity. The intervals are sufficiently narrow to indicate good precision of the estimated means and results. Conclusions. This study revealed that creative motor abilities seem to be highly related to self-esteem. Low self-esteem levels tend to be strongly linked to weaker motor creativity performances and strong self-esteem levels relate to increased motor creativity. The present novel ecological framework underlines the pedagogical importance of assessing and understanding such intrapersonal characteristics in order to favor motor development and well-being in PE.

Indian ragas have captivated a sustained scholarly interest over the past few years owing to their capacity to evoke emotional, therapeutic and physiological benefits. A conspicuous research gap persists: ragas have seldom been examined as an affective prime; their unconscious influence on subsequent perception, behavior, and creativity remains unexplored and antecedent research into music and creativity has predominantly been confined to background music only. This research endeavored to ascertain whether ragas of two contrasting emotional valences of happiness and sadness unconsciously influence the emotional expression and perception congruent with the primed affective tone, while also bolstering divergent thinking. Participants (n = 90) were randomly assigned to an experimental (n = 45) or a control cohort (n = 45). The experimental cohort underwent a counterbalanced, within-subjects exposure to Raga Kedar (positively valenced) and Raga Charukeshi (negatively valenced), whereas the control group enabled a between-subjects contrast. As measured by the Emotional Word Selection Task to describe the ambiguous images, the findings elucidated a striking congruence between the lexical choice and the affective tone, where Raga Kedar primed more positive word choices and Raga Charukeshi primed more negative word choices, in contrast to the control cohort, which evinced an affective neutrality. This provides stark evidence for top-down processing of perception. The creativity indexed by performance on the Alternative Uses Task and the Torrance Tests of Creative Thinking – Figural demonstrated an augmentation of creative output not only from the priming effect of positive music, though exerting a more pronounced effect, but also from negative music, and the control cohort showcased lower creativity scores compared to the experimental conditions, which highlights the plausibility of a dual-pathway model of creativity due to the priming effect of both positive and negative music in facilitating creativity.

Abstract We investigate whether AI systems outperform humans in creative tasks that vary in their degree of “openness.” To this end, we generated creative responses using three versions of ChatGPT and recruited 738 participants to blindly evaluate six creative answers randomly drawn from three pools—comprising 160 responses each—generated by both humans and AI. This process yielded 4,428 individual evaluations. Our results show that, regardless of the GPT version employed, human-generated responses achieve significantly and substantially higher average scores than machine-generated responses in open tasks. Conversely, AI-generated responses outperform human ones in closed tasks. Furthermore, we estimate that human imagination accounts for between 22% and 45% of the creative score in open tasks.

Science (IPA) learning in elementary schools still faces various challenges, particularly the low levels of students’ creativity and cognitive learning outcomes. This condition is influenced by learning practices that tend to be teacher-centered and lack the use of interactive learning media that actively engage students. Therefore, innovative learning models supported by appropriate media are needed to create meaningful and student-centered learning experiences. This study aims to examine the effect of the Problem-Based Learning (PBL) model assisted by Ding-Dong (Tedido) media on the creativity and science learning outcomes of fifth-grade elementary school students. This research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group post-test only design. The participants were fifth-grade students of SDN Jember Lor 02, divided into an experimental class and a control class. The experimental class was taught using the PBL model assisted by Ding-Dong (Tedido) media, while the control class received conventional instruction. Research instruments consisted of a creativity test measuring fluency, flexibility, originality, and elaboration, as well as a cognitive learning outcome test in the form of multiple-choice questions. Data were analyzed using prerequisite tests and the independent samples t-test. The results showed that students in the experimental class achieved significantly higher creativity scores and science learning outcomes compared to those in the control class. The findings indicate that the integration of the PBL model with Ding-Dong (Tedido) media effectively promotes active learning, enhances students’ creative thinking, and improves their understanding of science concepts. Thus, the PBL model assisted by Ding-Dong (Tedido) media can be considered an effective alternative for improving creativity and learning outcomes in elementary science education.