Creativity Research Articles

COGNITIVE-AFFECTIVE READING OF PUNCTUATION IN SHORT FICTION

The aim of the paper is to define the cognitive and affective aspects of punctuation marks in short fiction and demonstrate how these marks influence the reader’s perception, activate background knowledge, and stimulate thinking. Image-schema theory forms the framework of the analysis, complemented by graphematic, descriptive, conceptual, and content methods of analysis. The paper presents an approach that provides a useful framework for studying punctuation from cognitive and affective perspectives and disclose its role in the meaning-making process. The paper elaborates on the concepts “authorial punctuation” and “affective punctuation,” demonstrating their relevance for the study of a creative use of punctuation marks in short fiction. The paper argues that, from a cognitive perspective, punctuation marks function as triggers that activate the reader’s background knowledge and facilitate the knowledge with the new information embedded in the text. Text comprehension depends not only on words and syntax but also on the reader’s ability to process the text based on explicit and implicit relations between textual units. Regarding the affective aspect, the paper argues that punctuation marks serve as triggers that engage the reader in the meaning-making process and enhance participatory engagement with the text by activating various image schemas linked to real-life experience. Wasps, a short story by A.L. Kennedy, from the collection What Becomes (2010), will be analyzed, first, the value of integrating cognitive and affective dimensions in the analysis of punctuation, and second, the twofold significance of punctuation in the text: as a means of conveying the authorial message and as an interpretive tool that guides the reader toward meaning. The choice of the author and the story is deliberate. A.L. Kennedy is an award-winning novelist and a short story writer, produces work that invites postmodern interpretations. Her fiction frequently explores themes of trauma, loneliness, despair, betrayal, family relationships, by using unique narrative techniques to engage the readers into the emotional world of the characters. The stories in the collection, in particular Wasps, is noteworthy for the recurring motifs of silence and the unsaid (Mitchel, 2008), where each element gains significance in deciphering the meaning hidden underneath the unsaid. The analysis of Wasps reveals that the use of punctuation in the story is a results of the author’s creative thinking and is endowed with a potential of engaging the reader into the meaning making process, at the same time, impacting the reader both from cognitive and affective perspectives. The paper focuses on the use of the period, the dash, the comma and the ellipsis to demonstrate their contribution in revealing the intricate areas of the emotional life of the characters existing beyond the boundaries of the words. The reading of the story is schematic, and the analysis will illustrate how punctuation marks contribute to the activation of image schemas which help the reader to infer meanings embedded between the lines. At the same time, the analysis will show the applicability of the concepts of “authorial” and “affective” punctuation to A.L. Kennedy’s narrative technique, as well as consider punctuation as a result of the author’s creative thinking which triggers the readers’ creative abilities in building the text meaning.

Enhancing Science Literacy in Secondary School Physics: A Systematic Review of Multimedia Integration Strategies and Resources

Empirical research shows that multimedia can be used to enhance science literacy through developing high-level cognitive skills such as problem-solving, hypothesis testing, decision making, self-reflection, and critical and creative thinking among students. This is a systematic review that aimed at exploring the common instructional designs and resources used when integrating multimedia in secondary school physics teaching, to enhance science literacy. The review involved a critical search of relevant studies from three scientific databases, including Dimension, EBSCOHOST, and Scopus. Manual search was also involved in the study. The search was limited to research articles published between January 2020 and May 2024. 1121 publications were identified by literature search. 243 publications were screened, whereby 66 of them were sought for retrieval. 27 publications were assessed as eligible for the study. Finally, 7 publications were found most relevant for inclusion in the study. The review found out that the instructional designs employed include: integration of virtual laboratories with traditional demonstration methods; integration of PBL with e-learning tools; integration of inquiry-based instruction with virtual simulations; integration of traditional methods with simulations; and integration of traditional lab, virtual lab, and simulations. Apart from desktop computers and projectors which have been noted to have been included in the studies, also multimedia tools like virtual laboratories, simulation software, and interactive multimedia applications have been identified. Therefore, in order to enhance science literacy in physics teaching, multimedia needs to be integrated with actual practical works to bridge the gap between theory and practice. Additionally, integrating multimedia learning with innovative pedagogies such as project-based learning (PBL) and inquiry-based instruction is effective for developing science literacy. Finally, it is important to incorporate collaborative learning and discussions when teaching with multimedia.

The Impacts of Game-based Learning on Thinking and Learning in Higher Education Context: A Scoping Review

This article aims to systematically explore the literature on game-based learning in higher education, focusing on its impacts on students’ thinking and learning. Prisma method was employed to analysis the data. The article published between 2016 to 2023 from Web of Science, Scopus and Eric were taken into consideration for this study with the selected keywords. A comprehensive search of 11 studies from Finland, Sweden, Spain, Costa Rica, Hungary, the Netherlands, and the USA reveals that game-based learning has been associated with improved reflective thinking, motivation, creative thinking, computational thinking, design thinking, problem-solving skills, and joy and engagement. The findings suggest that game-based learning can promote deeper learning and cognitive development among students in higher education ecosystem.

A COMPREHENSIVE TOOL FOR ASSESSING CREATIVE THINKING IN MATHEMATICS EDUCATION

In education, creativity is viewed as a fundamental behaviour especially when it comes to mathematics where students are motivated to tackle problems in unique ways. The present study sought to design, construct and validate an instrument that would assess creativity in geometry by employing three aspects of creativity as proposed by the aforementioned model- fluency, flexibility and originality. The instrument was administered to 30 junior high school students in Malang Indonesian. In this study, the assessment of internal and external consistent validity and dimensional structure of the instrument using a combination of Cronbach’s Alpha, Exploratory Factor Analysis (EFA), and inter-rater reliability was done. The reliability estimates showed that across the 7-item test, a validation score of Cronbach’s Alpha at 0.857 was achieved. Item-Total Statistics indicated that most items possessed high item-total correlations except item Q3 which possessed low item-total corrected correlation. EFA resulted in the segregation of 2 components which accounted for 81.280% of the variance of the construct and were labeled as fluency/flexibility and originality. This finding is consistent with already existing theories in creativity areas which argue that creative thinking is a multi-faceted phenomenon. This needs elucidation in order to improve the validity of the affected test items especially those aimed at measuring the different dimensions of creativity. The research enriches the existing literature based on creativity in mathematics education considering the primary aim to develop a sound and valid tool for assessing students' creative problem solving abilities in geometry.

AI and Data Literacy: Challenges and Opportunities for Teachers and Students

This article explores the evolution, impact, and challenges of artificial intelligence (AI) in education. It defines AI and machine learning, tracing their historical development from the Turing Test to modern Large Language Models (LLMs) like ChatGPT and Gemini. The discussion highlights AI’s transformative role in education, emphasizing the need for data literacy and AI literacy among educators and students and introduces the AI Literacy Framework, outlining key competencies necessary for effective AI integration in learning environments. Additionally, the article critiques traditional educational methods in the AI era, advocating for experiential and personalized learning approaches. While AI presents both opportunities and risks—such as ethical concerns and academic integrity issues—the article underscores the irreplaceable value of human intelligence, creativity, and critical thinking.

National curriculum and creativity development: perspectives of teachers in Moldova

In today's world, characterized by rapid change and uncertainty, creativity is becoming a key skill for successful adaptation and innovation. This paper discusses whether the school curriculum should promote creativity and creative thinking. Curricula have the potential to develop creative thinking in students. However, to achieve this goal, it is necessary to consider the content and teaching methods, ensuring a balance between standardization and creative freedom to ensure the development of both basic knowledge and students' creativity. It presents the results of a study of teachers' opinions in the Republic of Moldova regarding the role of curricula and teaching materials in various disciplines in developing and shaping students' creativity and creative thinking.

The Effect of Canva-Assisted Pjbl-STEAM to Improve Creative Thingking and Collaboration on Energy Consept

The purpose of this study was to analyze the effect of Canva-assisted PjBL-STEAM learning model to improve students' creative thinking and collaboration skills. This type of research is quasi-experimental with Noneequivalent Control Group Design design with pretest and posttest forms. Measurement of creative thinking ability is carried out by pretest and posttest, while collaboration ability is measured by observation sheets by observers as the main data and Self-assessment questionnaires as supporting data. The data were analyzed with descriptive statistics. Data analysis of creative thinking and collaboration skills was performed with normality test, t-test, and N-Gain. The study sample consisted of 62 learners in two groups, experimental and control classes. The research findings showed that the Canva-assisted PjBL-STEAM learning model had a significant effect on improving students' creative thinking and collaboration skills in experimental classes compared to control classes using the Discovery Learning learning model. There are significant differences between the two groups in indicators of creative thinking (fluency, flexibility, elaboration, and originality) and indicators of collaboration ability (active contribution, productive performance, sociability, responsibility, and respect for others). The results showed that Canva's PjBL-STEAM learning model on energy materials can improve students' creative thinking and collaboration skills. Canva's PjBL-STEAM learning model can help teachers prepare students to face the challenges of the 21st century. In the STEAM project, students are trained to be able to think creatively and collaborate in solving problems related to life, so that learning is more meaningful.

The Importance of Text-Based Creative Tasks in Developing Creative Thinking of Primary School Students

This article discusses the methods of developing the creative thinking of primary school students through various types of text-based assignments. The significance of this process in education and its role in fostering students' creative thinking is highlighted. It also explains how such tasks can be implemented in different styles and forms across various classes.

The effectiveness of using augmented reality technology in science education to enhance creative thinking skills among gifted eighth-grade students

This study explores the effectiveness of augmented reality (AR) technology in science education for enhancing creative thinking skills among gifted eighth-grade students. Employing an experimental design, the research divided the participants into two groups: A control group taught using traditional methods and an experimental group instructed through the AR-based Aurasma application. The validity and reliability of the creative thinking assessment were rigorously evaluated before implementation. The results showed great improvements in post-test marks for the experimental group. This is strongly supported by Black’s gain ratio which demonstrates that AR is very effective in enhancing favorable creative thinking skills. In these terms, it is necessary to implement AR technology in all science subjects, and also offer relevant studies and teacher training workshops that prepare educators to incorporate AR technology efficiently into the teaching process.

Pedagogical Practices That Enhance Medical Students’ Capacity for Creative Thought: A Qualitative Study

Aims: In the medical field, there is a growing emphasis on fostering creativity and innovation in medical students to prepare them for the unpredictable nature of patient care. This study aimed to explore the perspectives of both lecturers and medical students on the current teaching practices and their influence on the development of creative thinking skills.Methods: The study was conducted as qualitative research at the Malaysian Faculty of Medicine and Health Sciences and included a purposeful sample of eight medical students and seven lecturers. Data were gathered through individual semi-structured interviews held via the Google Meet platform and analysed using a thematic analysis approach.Results: The findings indicate that learner-centred approaches, such as problem-solving exercises and group discussions, seminars, debates, and dramas have a positive impact on enhancing their creative thinking abilities. The use of technology-assisted teaching methods, including e-learning and simulation labs, was also perceived as inspiring, however, limitations in technical infrastructure were noted. Challenging activities like assignments, games, competitions, and online tests encourage creative learning. Hands-on activities, such as bedside teaching and clinical skill learning, are also valuable in learning clinical skills in unique ways, but their effectiveness could be reduced by environmental and personal factors. Furthermore, practicing para-curriculum activities in a supportive and relaxed learning environment was identified as fostering a culture of original thought.Conclusion: This study suggests that a comprehensive approach to medical education that integrates creative pedagogy can be instrumental in fostering creativity in medical students. Providing opportunities for creative thinking through workshops and addressing technical infrastructure limitations in technology-assisted teaching methods could be considered in enhancing the creative curricula in the South East region. The findings underline the importance of a learner-centred approach and a supportive learning atmosphere in promoting creative learning.

THE INFLUENCE OF THE OPEN ENVIRONMENT ON THE DEVELOPMENT OF CREATIVE THINKING SKILLS IN CHILDREN AGED 5-6 YEARS AT RA NURUL ISTIQOMAH

This study aims to determine the influence of the open environment on the development of creative thinking in children aged 5-6 years at RA Nurul Istiqomah. Nature-based learning environments provide hands-on experience through interaction with real objects, so that they can stimulate children's curiosity, imagination, and ability to explore new ideas. The method used in this study is a descriptive qualitative approach with data collection techniques in the form of observation, interviews, and documentation. The study subjects were group B children who participated in open environment learning activities. The study results show that activities such as playing in nature, using natural materials in learning, and exploring the surrounding environment directly can improve children's ability to think divergently, solve problems, and come up with original ideas. In addition, teachers also play an important role in facilitating and directing children's activities to remain under learning goals. These findings reinforce the importance of an open-environment learning approach as an effective strategy for supporting the development of creative thinking in early childhood.

Methodological Reflections on PISA'S Creative Thinking Assessment

ABSTRACTThe Programme for International Student Assessment (PISA) introduced creative thinking as an innovative domain in 2022. This paper examines the unique methodological issues in international assessments and the implications of measuring creative thinking within PISA's framework, including stratified sampling, rotated form designs, and a distinct scoring metric. Cross‐cultural considerations and data quality issues underscore the need for critical evaluation of cultural equivalence and data quality, especially at the individual educational system level. The paper also highlights the limitations of causal inference and provides guidance and resources for handling sampling weights, plausible values, and multilevel structures. By reflecting on PISA's history and design, this work offers insights for researchers navigating the complexities of innovative domain assessment to ensure valid interpretations.

The Role of Mind Wandering During Incubation in Divergent and Convergent Creative Thinking.

While mind wandering has often been linked to negative outcomes, some research suggests it has potential benefits for creativity, particularly through incubation. However, two critical gaps remain: limited understanding of mind wandering's effects on creative performance and lack of comparative research examining its impact on both divergent and convergent thinking. The study addressed these gaps by comparing the effects of two types of mind wandering (i.e., with and without awareness) on both types of creative thinking, using repeated and novel problems post-incubation to isolate effects. Eighty-five participants completed divergent (Unusual Uses Task, UUT) and convergent (Compound Remote Associate Task, CRA) thinking tasks, interspersed with a 0-back incubation task. Thought probes measured mind wandering frequency and awareness. Performance was assessed for fluency and originality (UUT) and accuracy (CRA), with problems categorised by difficulty. Results revealed no significant effects of mind wandering on divergent thinking, though incubation improved fluency, particularly for repeated items. For convergent thinking, mind wandering with awareness enhanced performance on low-difficulty repeated items, while mind wandering without awareness hindered novel moderate-difficulty items. Divergent and convergent performance showed no correlation, suggesting distinct cognitive demands. The findings provide evidence that mind wandering's impact on creativity is limited and context-dependent, with conscious reflection during incubation more beneficial than uncontrolled drifting. Differences in task demands and difficulty levels further modulate these effects. Future research should explore naturalistic settings and use of incubation tasks that do not compete for cognitive resources with the core task to better understand incubation and mind wandering's roles in creativity.

Reimagining Creativity: Gaussian Splatting as an Organological Extension of Imagination in Artistic Processes

Abstract This paper endeavors to investigate how we can understand creativity concerning computation by rearticulating imagination in artistic practices. Drawing on Yuk Hui’s concept of artificial imagination and Bernard Stiegler’s thinking on organology the paper uses the Choi Hung Estate project as a case study demonstrating the potential of Gaussian splatting as a supplement for the imagination in producing dynamic, interactive digital artworks that open the path for conceiving collective memories. By thinking of creativity and beyond computation, the paper unpacks the possibilities for re-grounding the philosophical foundation of Gaussian splatting from an organological perspective.

Creative Methods in Improving Students' Independent Research Activities

Modern educational trends necessitate the development of students' abilities for independent scientific inquiry, which requires well-formed creative thinking. This article is devoted to the analysis of creative methods that stimulate students' independent research activities. It presents forms, principles, and examples of implementing creative approaches in the educational process. The effectiveness and significance of these methods for developing research competence are substantiated. Particular attention is given to issues of motivation and pedagogical conditions for introducing creative methodologies in higher education institutions.

Development of a digital Creative Figural Design Test (CFDT): An approach to integrating divergent and convergent processes

Development of a digital Creative Figural Design Test (CFDT): An approach to integrating divergent and convergent processes

Exploring creative thinking skills and creativity in English courses through the lenses of creative pedagogy in two continuum IB schools

Exploring creative thinking skills and creativity in English courses through the lenses of creative pedagogy in two continuum IB schools

Developing High Order Competencies in Students Through the Integration of Research-Oriented Activities

Developing higher-order skills (HOS), such as critical thinking, creativity, and problem-solving, is essential for students to thrive in today's dynamic and competitive environment. This study examines the effectiveness of project-based learning (PBL), inquiry-based learning (IBL), and mentoring in developing HOS among students and identifying the best ROA for achieving such development. A quantitative research design was used, and self-developed questionnaires were employed for the data collection. Purposive random sampling was used to get data from 317 high school respondents. The instrument's reliability was measured using a Cronbach's alpha of 0.93, indicating a high internal consistency. The findings revealed that PBL and IBL are highly effective in promoting critical and creative thinking, while mentoring has limited direct support for HOS. The structural equation modelling (SEM) results showed that research activities are the best predictors of HOS (β = .79, p < .01), explaining 62% of the variance. At the same time, mentoring has a weak but significant relationship with research activities and no direct impact on HOS. Promoting PBL, IBL, and mentoring in educational practices is highly emphasized. The integration of mentoring with structured ROA is recommended for its improvement in effectiveness, followed by investment in teacher training programs and addressing geographic disparities in educational resource allocation. In adopting these measures, they prepare the complete learning atmosphere with skills that students require to deal with real-world challenges and to excel in interdisciplinary environments.

Interaction-based creative thinking research and its application in artistic creation

Interaction-based creative thinking research and its application in artistic creation

Examining the Effect of Primary Education Thinking Skills Curriculum on the Creative Thinking Abilities of Gifted Female Students

Examining the Effect of Primary Education Thinking Skills Curriculum on the Creative Thinking Abilities of Gifted Female Students