Student Creativity Research Articles

As virtual work becomes more prevalent, an important question arises: how do surface colors and light color temperature in a virtual environment impact creativity?

ABSTRACT Colors and light affect human emotions, and positive emotions encourage human creativity. To enhance student creativity, the appropriate surface colors and light color temperatures in a virtual environment must be determined. This study explores how color and light color temperature in a virtual space impact student creativity. In Experiment 1, color and light color temperature were chosen by surveying 189 architect students who answered questionnaires after watching 10 pictures of a workspace with five different surface colors and two light color temperatures. The workspace with white walls and daylight had the highest mode scores for positive emotion perception. Experiment 2 assessed the creativity of 46 participants using virtual reality (VR) and the alternative uses test (AUT). Participants were divided into two groups of 23. The first group was exposed to white surfaces under daylight. The second group interacted with red surfaces under warm light. The results indicate that a space with white surfaces and daylight significantly enhances creativity, specifically in originality component, compared to a space with red surfaces and warm light. Using light colors and daylight in VR workspace design may promote positive emotions and enhance creativity.

PELATIHAN DESAIN APLIKASI CANVA DALAM MENINGKATKAN SOFTSKILL MAHASISWA STIE INDONESIA JAKARTA DENGAN MEDIA HANDPHONE

Increasing soft skills in students is crucial in facing the digital era. This journal examines the effectiveness of Canva application design training in improving the soft skills of students. This training aims to improve students' graphic design skills, creativity and visual communication skills. The method used is a direct tutorial, where students are guided to understand and operate Canva. Data is collected through overall research and documentation. As a result, students are expected to be able to apply these skills in society and have the potential to open a business, thereby increasing their creativity and independence in the digital era.

The role and empirical research of innovation and entrepreneurship education in cultivating college students' entrepreneurial skills and innovation ability

This article aims to explore the role of innovation and entrepreneurship education in cultivating entrepreneurial skills and innovative capabilities among college students, and supports this claim through empirical research. It first introduces the definition and importance of innovation and entrepreneurship education, emphasizing its role in fostering students' innovative thinking, creativity, and entrepreneurial potential. Then, from the perspective of students, it discusses the effects of innovation and entrepreneurship education on enhancing their entrepreneurial intentions, knowledge, and skills.

THE IMPACT OF AI ON TEACHERS: SUPPORT OR REPLACEMENT?

The article explores the growing role of AI in education, analyzing whether it serves as a supportive tool for teachers or poses a threat to their jobs. AI can automate routine tasks such as grading and administrative work, freeing up teachers’ time for more meaningful activities like personalized student interaction and lesson planning. Additionally, AI-powered tools enhance data-driven teaching, providing teachers with valuable insights to improve student performance and offer individualized support. While AI offers significant advantages, the article emphasizes that it cannot replace the human qualities essential to teaching, such as emotional intelligence, empathy, and creativity. These are areas where AI falls short, making it unlikely to fully replace teachers. Instead, AI allows teachers to evolve their roles from traditional instruction to mentorship and guidance, focusing on fostering critical thinking and creativity in students. However, there are concerns that AI could reduce teaching jobs or fundamentally change the role of educators. Teachers may also resist AI due to fears of job displacement or lack of sufficient training to use these technologies effectively. The article concludes that AI, when used responsibly, acts as a valuable partner rather than a replacement. By taking over repetitive tasks, AI enables teachers to concentrate on more impactful educational activities, ensuring that the human element remains at the heart of learning.

Unlocking the Beat: How AI Tools Drive Music Students' Motivation, Engagement, Creativity and Learning Success

ABSTRACTThis study explores the relationships among music students' artificial intelligence (AI) perceptions, motivation, engagement, creativity and learning success. Through a random sampling method, 521 Chinese music students participated in the research, which employed a range of questionnaires to assess AI perceptions, motivation, engagement, learning outcomes and creativity. The study utilised SPSS (version 27) and AMOS (version 24) for comprehensive statistical analysis. Findings reveal a significant relationship between students' perceptions of AI in music education and their motivation, engagement and learning success. Positive AI perceptions were found to enhance motivation by increasing interest in innovative learning tools and fostering engagement through interactive AI‐based learning environments. Moreover, these perceptions were predictive of higher motivation, engagement and learning success. The study suggests that AI can play a crucial role in enhancing educational outcomes by making learning more interactive, personalised and engaging, thus improving overall student performance and creativity in music education.

Chinese Doctoral Students Involved in Interdisciplinary Learning Score Higher on Scientific Creativity: The Roles of Teamwork Skills and Collaborative Behaviors

Despite the growing recognition of the value of interdisciplinary learning in doctoral education, there is still a gap in the literature supporting the relationship between it and doctoral students’ scientific creativity in China. Based on a questionnaire survey of 457 doctoral students from the humanities and social sciences on the Chinese Mainland, this study adopted structural equation modeling to examine the relationships among interdisciplinary learning, teamwork skills, collaborative behaviors, and scientific creativity. The results indicated that there was a weak positive correlation between interdisciplinary learning and the scientific creativity of doctoral students. Teamwork skills mediated the relationship between interdisciplinary learning and creativity, while the mediating effect of collaborative behaviors did not hold. Moreover, the relationship between interdisciplinary learning and creativity can also be mediated by the sequential mediation of teamwork skills and collaborative behaviors.

The Effect of Project-Based Learning Models and Digital-Based Learning Media on Students' Work Skills in Accounting Subjects in SMK Negeri 1 Gorontalo City, Indonesia

Project Based Learning (PJBL) is a learning model that uses projects/activities as a means of learning to achieve attitude, knowledge and skill competencies. PJBL learning with the use of digital-based learning media is considered very important in improving student skills, especially in the digitalisation 4.0 era. This study aims to analyse the effect of using project-based learning models and digital-based learning media on student work skills in accounting subjects at SMK Negeri 1 Gorontalo City. This research uses a quantitative approach with causality. The type of data in this study is primary data through distributing questionnaires to students who are research samples to assess the effectiveness of learning using project-based learning models and digital-based learning media. The number of samples in this study were 156 students. The data analysis technique used is Multiple Regression with the help of SPSS version 21. The results of this study indicate that (1) the Project Based Learning (PjBL) learning model has a positive and significant effect on the work skills of students majoring in Accounting in Vocational High School (SMK) Negeri 1 Gorontalo City. (2) Digital-based learning media has a positive and significant effect on the employability skills of students majoring in Accounting in Gorontalo City. Based on these results, it can be a recommendation that the project-based learning model and digital-based learning media can be combined in order to increase student creativity in learning activities.

Application of the asicc learning model in human physiological system to improve students' critical thinking and creative thinking skills

Critical thinking and creative thinking skills are needed to improve the quality and competitive human resources. Therefore, the application of appropriate learning models is expected to stimulate students' critical thinking and creative thinking skills. This research aims to improve critical thinking and creative thinking skill scores using the ASICC learning model. This type of research is classroom action research which is carried out in 2 cycles, with 3 meetings in each cycle. Data on students' critical thinking and creative thinking skills were collected using essay tests on science learning materials. Data analysis was carried out by comparing the N-gain scores in cycle 1 and cycle 2 for students' critical thinking and creative thinking skills. The results of the research revealed that there was an increase that occurred in cycle 2, namely 5.6% in the aspects of moderate critical thinking skills and high creative thinking, as well as in the aspects of critical thinking skills and high creative thinking by 5.6%. Meanwhile, in the previous cycle, these two aspects did not have a high category. Another result found from this research is that students who have low critical thinking skills do not necessarily have low creative thinking skills. This is because students who have low critical thinking skills may have moderate creative thinking skills or vice versa. Thus, the application of the ASICC learning model is effective in improving the scores of critical thinking skills and creative thinking skills of students at Junior High School 5 Kertosono.

Ethical and effortful: workshopping human and generative AI academic writing collaborations

The launch of Open AI’s ChatGPT in 2022 caused a furore within higher education. While initial reactions were negative – educators imagined the end of the undergraduate essay and an acceleration in academic integrity departures – more recent conversations have emphasised how these tools might enhance teaching and learning experiences. This paper explores one possibility for approaching student use of generative artificial intelligence (GenAI) tools, by considering their use in relation to academic skill development. It focuses on a set of workshops conducted within a graduate professional development course at Queen’s University (Canada) in early 2024. The first workshop examined commonalities in Western, English academic writing structures; identified how demystifying these structures supports academic writing and reading practices; and considered how GenAI tools that utilise large language models (LLMs) mimic these structures to enhance students’ awareness of GenAI’s potential applications and limitations, and to identify the processes inherent in academic work. In the second workshop, students critiqued discipline-specific examples of AI-generated academic assignments. By exploring the qualities of academic writing alongside GenAI outputs, the workshop series invited students to explore the possibilities of what might be achieved through human-AI collaboration and to articulate what can never be replicated by a tool without embodied knowledge. This paper presented this set of workshops as a possible model for discussing GenAI tools with students—a model that demonstrates how GenAI tools might be integrated into students’ academic practices in ways that are ethical and effortful and which support, rather than stifle, student creativity.

Integration Of Independent Curriculum Competencies In Craft Learning Content In Junior High School

The Independent Curriculum is a curriculum that emphasizes the development of holistic competencies, creativity, and entrepreneurship of students to face the challenges of complex times more effectively. In secondary education, the application of the independent curriculum is able to have a significant impact on learning objectives, including the craft subject on the topic of processing. The research method used is qualitative by applying interview data collection, observation and field documentation studies. The results of the study found that the implementation of the independent curriculum at Nurul Huda Porong Sidoarjo Junior High School was carried out in stages from grade 7, with teachers who had received training to develop their own learning tools. The learning process for food processing crafts is interactive and fun, despite the lack of equipment and practice rooms. The integration of Independent curriculum in food processing craft in junior high schools produces students who are competent and knowledgeable in the culinary world.

How to Host an Innovation Challenge: Inspire Student Creativity and Problem-Solving

How to Host an Innovation Challenge: Inspire Student Creativity and Problem-Solving

Strategy and Management of Aesthetic Education in Vocational Ability Cultivation—Explore the Practice and Achievements of "Family Culture" of Chinese Business Characteristic Education

Under the background of the rapid development of today's society, vocational ability cultivation has become an important issue that cannot be ignored in education. Aesthetic education, as a key link in the national comprehensive quality education system, is becoming increasingly important. It is not only related to the improvement of individual aesthetic quality, but also the key factor to promote the comprehensive development of students and enhance their professional competitiveness. Through the in-depth study of the practice of "family culture" of Chinese business characteristic education in the cultivation of professional ability, this paper not only verifies the significant role of aesthetic education on the improvement of students' comprehensive quality, but also reveals its unique strategy and management path. According to the data, students who participated in the practice of "family culture" of Chinese businessmen showed higher teamwork willingness and leadership potential in the career orientation test. Their average teamwork ability score was 15% higher than that of the control group, and their leadership self-evaluation score also increased by about 10 percentage points. In terms of management strategy, Through the construction of a multi-level aesthetic education curriculum system, Huashang College organically integrates art appreciation, creative thinking, professional ethics and other contents into daily teaching, forming an interdisciplinary and comprehensive training mode. Using Internet technology to build an online aesthetic education platform, provide rich artistic resources and learning communication space, and further broaden the learning boundary of students. This mixed online and offline teaching mode not only improves students' interest and participation in learning, but also effectively promotes the internalization and application of knowledge. In short, integrating aesthetic education into the vocational education system can not only enhance students' aesthetic perception and creativity, but also show a positive impact on key professional abilities such as teamwork, leadership and social responsibility.

Implementation Learning Based Project To Creativity Study PPKn Class X SMAN 14 Medan

Writing work scientific aim count influence implementation learning with a project focus to improvement creativity Study student in class X at SMAN 14 Medan. Study This started from background behind problem ie exists problem learning happens in the classroom so that hinder the learning process teaching, As for the problem the is students are less open to input where students are reluctant to change bad habits such as picking on friends, being noisy in class and not paying attention to the teacher, then students are less creative in answering questions, the average answer they say and write is the same answer and monotonous, students are less having a sense of responsibility for what is done and no lack of a sense of independence dominates the classroom, where there are only a few students who are able to complete challenges uniquely and uniquely and the rest only look at and follow the answers in book language, so that the answers given tend to be the same. This problem refers to a lack of student creativity because it shows creativity indicators. The low level of student learning creativity means that students are limited in developing themselves, this is because they do not feel the freedom of expression, so solutions must be immediately provided so that learning can take place optimally. Researchers provide a solution in the form of implementing a project-based learning model so that students are free to provide and express unique and unique ideas with supervision and guidance from the teacher. This research uses a quantitative approach with systematic data presentation regarding the assessment of statistical figures which are presented objectively and straightforwardly so that the results obtained are a real picture in the field and not the result of the researcher's subjectivity. The type of research method used is classroom action research or PTK which is carried out in two cycles, where the first cycle is carried out as a solution to problems that have not been resolved in the first cycle. Each cycle is carried out with two meetings. Classroom action research is carried out through four stages, namely the planning stage, action implementation stage, observation and reflection. The subjects in this research were students of class X IKM 5 SMAN 14 Medan with a total of 38 students in one class unit. The results in this research are with results observation about mark creativity Study student so found that's it giving action on the cycle First Not yet find maximum results and not yet passed the graduation limit namely 75%. So that researcher must carry out study cycle second. There are problems that must be solved repaired and found in implementation cycle First is a teacher lacking provide stimulus, too much explanation fast, and giving problem in missing projects concrete so that give rise to interpretation double by participants educate and collaborate group Still in threshold value 55-70 where mark the Still classified to category low value, problems in cycle I create Work The same in group less than optimal and adequate so that must given improvements to the cycle furthermore. exists significant improvement about implementation learning based project to creativity Study PPKn student Where show the average figure was 83% at meetings First with status from not enough become OK, then on to the meeting both also experienced high increase ie of 88% which shows already in category completeness and visibility Work The same in group experience increase Where the average level obtained initially only by 60% increase to 80-85%. So that can concluded that increase the show there is good influence in application of learning models based project in improvement cooperation participant educate in group.

In-service teachers’ and pre-service teachers’ perceptions of interdisciplinary instruction combining music and mathematics

ABSTRACT This qualitative-phenomenological study explores the perceptions of in-service and pre-service teachers regarding the integration of music and mathematics in elementary education. Using interviews, audio recordings, questionnaires, and blog analysis, the research examines the effects of interdisciplinary teaching. The methodology adopted in this study provides a robust framework for analysis, facilitating a comprehensive exploration of the subject matter. Findings show positive views among four in-service mathematics teachers and one music teacher, who observed increased student engagement, motivation, and creativity. Additionally, 50 pre-service teachers expressed curiosity about this approach, emphasizing the need for better training and resources in teacher education. Despite initial concerns, teachers acknowledged the importance of collaborative planning and instructional support for interdisciplinary learning. This study highlights the potential of integrating music and math to enhance student outcomes and innovation in education.

The Effect of Project-Based Learning (PBL) Method on Improving Students' Writing Ability

Education plays a crucial role in shaping intelligent, moral and responsible individuals. The project-based learning (PBL) model emerges as an innovative approach that focuses not only on knowledge transfer, but also the development of students' critical skills, creativity and collaboration. This study aims to analyze the effect of PBL on students' writing ability compared to conventional learning methods. Through a literature study, the data sources obtained show that PBL increases students' engagement, confidence, and in-depth understanding of the material. Students are actively involved in project planning and implementation, which allows them to apply knowledge in a real context, resulting in a more meaningful learning experience. The findings confirm the importance of PBL as an effective method in improving students' writing skills, as well as providing recommendations for educators to integrate PBL in the educational curriculum to create a generation that is ready to face global challenges.

Integrating Theatre into STEM Curricula: A Case Study of Pedagogical Innovation in Underprivileged Schools

This study explores the effects of theatrical integration on student engagement, creativity, and critical thinking in STEM teaching in poor schools. There are still gaps in research and real-world application of multidisciplinary education, especially in developing nations, despite its increasing prominence. Using a mixed-methods approach, this study assesses the efficacy of integrated STEM and theatrical workshops by means of teacher surveys and classroom observations. Results show that these seminars greatly increase students’ interest in STEM fields and develop critical abilities like communication and collaboration. The partnership between educators and community partners emphasizes the necessity of designing curricula that are flexible and meet the requirements of a wide range of students. With the goal of addressing educational disparities and enhancing learning outcomes for marginalized kids, policymakers and educators can benefit from the insights provided by this study, which adds to the body of knowledge on creative pedagogical approaches.

The Effect of PJBL and IBL on the Learning Independence of Vocational School Students

The influence of Project Based Learning (PJBL) and Inquiry-Based Learning (IBL) learning models on students' learning independence at SMK Solo. PJBL and IBL were chosen as innovative and student-centred learning models, focusing on increasing students' independence and active involvement in the learning process. Based on the results of data analysis, it was found that PJBL provided a significant increase in student independence, with an average pre-test score of 44.01, increasing to 70.38 in the post-test. Meanwhile, students who took IBL experienced an increase from 46.85 to 59.77. The t-test showed a significant difference between the pre-test and post-test with a significance value of 0.000 (sig <0.05), indicating that both learning models contributed positively to increasing student independence. The results of the multivariate analysis supported this finding, with an F value of 3.052 and a significance of 0.018 (sig <0.05), indicating that PJBL was more effective than IBL in increasing independence. However, in the aspect of student creativity, no significant difference was found between the two models, with a significance value of 0.157 (sig > 0.05). In conclusion, PJBL is superior in encouraging student independence compared to IBL, and the results of this study provide important recommendations for educators to prioritize PJBL in the context of learning that focuses on developing student independence in vocational schools.

The Application of Total Physical Response (TPR) Method Through Songs to Improve Students' Vocabulary Mastery and Creativity: A Classroom Action Research at The First Grade

This study investigates the efficacy of using songs in conjunction with the Total Physical Response (TPR) method to enhance vocabulary mastering and creative thinking in EFL students. 36 first-grade students participated in two cycles of Classroom Action Research (CAR) at SMAN 03 Pamekasan. Students' low average score of 58 on the pre-test and initial observations indicated serious difficulties with vocabulary retention, spelling, pronunciation and accurate usage. TPR, which combines movement with language learning, was combined with songwriting exercises. In order to improve memory through dance and music, students worked in groups to compose and perform songs utilizing vocabulary words in the first cycle. Despite a 12.1% improvement in post-test scores, the results fell short of the minimal passing requirements set by English Teacher of SMAN 03 Pamekasan. Within the moment cycle, extra hone and anxiety-reducing measures, such as singing and acting out melodies some time recently testing, driven to a eminent advancement, with the normal score rising to 80. The think about found that the TPR strategy, when combined with tunes, altogether improved students' lexicon run, spelling, articulation, and exactness of utilization. Additionally, it cultivated more prominent understudy engagement, motivation, and inventiveness within the classroom. By and large, the investigate illustrates that TPR and tunes offer an compelling, intuitively approach to lexicon learning, making a difference understudies overcome challenges in dialect securing and making a more energetic and agreeable learning environment.

Application of clinical case-guided, task-driven escape room teaching in nursing education: A quasi-experimental study

BackgroundIn the new era, the professional ability requirements for nursing personnel are no longer limited to traditional nursing knowledge and skills, but pay more attention to the cultivation and enhancement of their diversified abilities, such as humanistic caring ability, creative thinking, and so on. As a new type of education model that integrates gamification, flipped learning, and problem-based learning, escape room teaching plays an important role in effectively developing and stimulating students' humanistic care ability and creative thinking. PurposeTo investigate the effectiveness of an Escape Room teaching approach, clinical cases (C) as guide (G) and task (T) as driver (D) , within the CGTD model in the undergraduate Adult Nursing course. MethodUsing purposive sampling, 108 undergraduate nursing students in the class of 2020 were selected as the study subjects, and 11 innovative escape room teaching activities were conducted. Real clinical cases were selected, so that the student teams were immersed in clinical scenarios to complete the escape room game focusing on circulatory care, and the humanistic caring and creative thinking of the students in the two groups were compared before and after the intervention. ResultsNursing students' humanistic care and creative thinking scores at the end of the instruction were significantly better than those before the escape room instruction (P<0.05). ConclusionThe use of the CGTD-based escape room teaching method applied to adult nursing practice courses is an innovative teaching strategy that integrates theoretical knowledge into the game, which can significantly improve undergraduate nursing students' humanistic caring ability and creative thinking.

The The Silent Curriculum: Classical Aesthetics as a Catalyst for Emotional and Social Skills in Higher Vocational Education

This study examines the integration of classical aesthetics into the silent curriculum of higher vocational education, emphasizing its potential to significantly enhance emotional and social skills. Incorporating aesthetic principles into education emphasizes the importance of nurturing emotional intelligence, creativity, and cultural awareness in students—skills that go beyond the classroom and are essential for their growth, adaptability, and future careers. It explores theoretical foundations and practical implementations and addresses challenges such as the need for specialized educator training, overcoming institutional resistance, and securing adequate resources. Advocating for empirical research and strategic cultural partnerships, the paper proposes a transformative approach to vocational education, aligning it with contemporary societal and labor market demands, and underscores the vital role of classical aesthetics in enriching vocational training and enhancing student outcomes.