Enhancing Creativity Research Articles

Enhancing Creativity: The Impact of Multilingualism on Creative Arts Instruction and Expression in South African Schools

Teachers heavily rely on the dominant language of instruction—a spoken and written mode of communication—rather than expressing creative art forms through actions, signs, symbols, and other means. The reliance on monolingual forms of instruction to teach these art forms may diminish their efficacy. This research thus aimed to optimise the use of multilingualism in the context of Creative Arts and expression. Teachers teach Creative Arts with the aim of equipping learners with fundamental knowledge and skills in the arts, thereby fostering creativity, imagination, and appreciation for artistic activities. Multilingualism also entails using the human senses to see, understand, and navigate the various symbolic worlds humans encounter. The study adopted a transformational paradigm based on qualitative participatory research, focusing on ten eighth-grade learners purposefully selected from a particular school. Semiotics, the study of signals and the epistemology of their presence in society, served as the theoretical foundation for the research. The researcher collected data through focus groups and observations and then used a narrative analysis method for analysis. The findings revealed that limitations such as insufficient instructional time, a lack of training and linguistic dominance, a lack of resources, and limited preparedness impede the effective use of multilingual instructional methodologies. The researcher concludes that compulsory incorporation of semiotics in Creative Arts instruction may be crucial in fostering creative thinkers who cannot only express creative practices in a conventional manner but also use their talents in other domains, such as animation in creative practice. Keywords: Multilingualism, Creative Arts, Semiotics, Transformational Paradigm, Participatory Research.

The Impact of Artificial Intelligence on Design: Enhancing Creativity and Efficiency

Artificial Intelligence (AI) has emerged as a transformative force in the design industry, reshaping the way creativity and efficiency are approached in the design process. This paper explores the profound impact AI has on design, highlighting its role in enhancing creativity, improving efficiency, and expanding possibilities through advanced algorithms and machine learning. AI assists designers by automating repetitive tasks, generating new design variations, and providing insights into consumer preferences, thus enabling data-driven and personalized design solutions. However, the integration of AI in design is not without challenges, including concerns about the loss of human touch, ethical implications regarding authorship and intellectual property, and the potential perpetuation of biases present in AI training data. Through a mixed-method research approach involving semi-structured interviews and content analysis, this study investigates how AI serves as a collaborator in the design process, offering valuable insights for leveraging AI to push the boundaries of creativity while addressing ethical and practical challenges. The findings indicate that AI has the potential to revolutionize design by acting as a powerful tool that augments human creativity, enhances productivity, and facilitates personalized user experiences.

How Do Transformational Leadership and Affective Trust Enhance Creativity?

The pressure of competitive higher education has affected most universities, and whether the utilization of human capital as a resource to foster creativity, increase motivation, and boost innovation is an important topic to investigate. This study aims to explore the relationship between the elements of transformational leadership, affective trust, and intrinsic motivation and their impact on creativity to increase the performance of lecturers at Vietnamese universities, where most of them are also creators. Quantitative research is applied with data collected from full-time lecturers at Vietnamese universities from December 2023 to January 2024. The hypothesized correlations were investigated using structural equation modeling on a sample of 311 participants in Vietnam. The findings reveal substantial causal correlations between transformational leadership, affective trust, intrinsic motivation's determinants, and the creativity to improve performance and positive behavior from the lecturers' perspective. These results imply that leaders should focus on the prefix role of transformational leadership, which is the origin of affective trust, intrinsic motivation, and creativity, to raise the standard of higher education. In particular, affective trust needs more attention because it has the most vital mediating role in enhancing the impact of transformational leadership on lecturers' creativity. Doi: 10.28991/ESJ-2024-08-05-011 Full Text: PDF

A Quest to Nurture Creativity in Technology Classrooms: Are Physical Factors a Spanner in the Works?

Nurturing creativity in Technology classrooms will, potentially, prepare learners for adaptability to the sweeping transformations that the new industrial revolutions portend and equip them to maximise the opportunities inherent in these revolutions. This study examined the effects of physical factors on the development of creativity in Grade 9 Technology classrooms. A qualitative research design was employed to purposively sample three Grade 9 Technology teachers to participate in this study. Open-ended questionnaires and non-participant observations were used as the methods of data collection for the study and the data were analysed thematically. The research findings show that creative pedagogy and the resultant development of creativity in the classroom, to a significant extent, are influenced by physical factors – class size and availability of Technology equipment. The study contributes to the body of knowledge by outlining how unfavourable physical conditions hinder the development of creativity skills in Technology classrooms, which is a core objective of the Curriculum Assessment Policy Statement (CAPS) guiding Technology education in South Africa. The study outlines the importance of a conducive learning environment to the quest to enhance learners’ creativity. Furthermore, the study recommends solutions to the paucity of resources for the enhancement of creativity in the Technology classrooms.

Artificial Intelligence: An Experiential Learning Tool to Acquire Knowledge and Enhance Creativity

Higher education students are recognized for neglecting assigned readings hence, researchers explored artificial intelligence (AI) as an instrument of motivation; in the quest to satisfy this demand, another interference developed, English, a linguistic barrier. Multi-cultural disparities impede literacy, equally, AI natural language processing (NLP) and prompts require fluency and command of English, which can be a hindrance for the underprivileged. The research aimed to determine the potential of AI educational tools in facilitating learning. Empirically, exploratory design was espoused to uncover the reasons behind college students’ lack of interest in reading and identify factors that can motivate them. One hundred and sixty-two first-year college students participated in the study, in November 2023. AI was specifically selected as a motivational instrument. Findings show students expressed optimism regarding the integration of AI into education, high-achieving students displayed confidence when interacting with AI, while those with lower proficiency faced difficulties due to NLP obstacles.

Comparing AIGC and traditional idea generation methods: Evaluating their impact on creativity in the product design ideation phase

In the early stages of product design, generating creative ideas is crucial for designers as it lays the groundwork for innovative products. This study explores how different idea generation methods, including modern artificial intelligence-generated content (AIGC) and traditional approaches, affect designers' creativity. Using a mixed-methods approach, we conducted a detailed experiment with 38 s-year university students majoring in product design, comparing four methods: traditional brainstorming (with and without images) and AIGC (using DCGANs and PGGANs). Our findings indicate that while AIGC offers benefits, it does not consistently surpass traditional techniques in fostering creativity. The quality of AIGC-generated images significantly impacts creativity, with higher-quality images proving more inspirational. Additionally, gender differences were observed: male designers preferred traditional methods, while female designers favored AIGC for creative enhancement. Male designers generated more creative ideas when working with low-quality images, whereas female designers were more productive with high-quality stimuli. This study suggests that to optimize creativity in product design, it is essential to balance the benefits of both AIGC and traditional methods, choosing the approach that best fits the project's unique needs rather than focusing solely on the latest or most advanced methods. Moreover, maintaining a good balance between AIGC and traditional idea generation methods throughout the process should be considered.

Enhancing Creative Thinking and Global Diversity Through Culturally Responsive Teaching in Primary Schools

This study aims to develop a problem-based learning (PBL) model incorporating a culturally responsive teaching (CRT) approach, with the objective of enhancing creative thinking skills and fostering globally diverse dispositions among primary school students. The research employed a quasi-experimental design, specifically a non-equivalent pretest-posttest control group design. Participants included 26 students from a fifth-grade class at a public primary school in Bogor City, divided into experimental and control groups selected through purposive sampling. The implementation of the learning model was monitored using observation sheets, while the assessment of creative thinking skills was conducted using a descriptive test covering four key indicators: fluency, originality, flexibility, and elaboration. Additionally, global diversity dispositions were measured through questionnaires, and student feedback was gathered using both questionnaires and student-produced magazines. Observations indicated that the PBL-CRT model was implemented with full fidelity, achieving 100% adherence to the planned instructional steps. Analysis of creative thinking outcomes revealed that the experimental group exhibited a high N-Gain score, significantly outperforming the control group, which was categorized in the moderate range. Furthermore, the experimental group demonstrated a superior global diversity disposition, with a difference of 11.34% compared to the control group. Student feedback was overwhelmingly positive, with questionnaire responses falling into the "very good" category, and student magazine content reflecting favorable reactions to the CRT approach.

Enhancing creativity skills and student learning outcomes through the implementation of creative problem solving model with mind mapping on salt hydrolysis topic

Enhancing creativity skills and student learning outcomes through the implementation of creative problem solving model with mind mapping on salt hydrolysis topic

The Relationship Between Project-Based Assessments and Students’ Creativity in Secondary Schools

This study investigates the relationship between the frequency of project-based assessments and the enhancement of creativity among secondary school students. Employing a mixed-methods approach, data were collected from a sample of 100 students, 55 teachers and 02 academic masters across two secondary schools. The findings reveal a significant positive correlation between the regular implementation of project-based assessments and elevated levels of creativity in students. Specifically, students who frequently engaged in project-based tasks demonstrated higher creative thinking and problem-solving skills compared to those with less exposure. The results suggest that project-based assessments are a valuable tool in fostering creativity, an essential skill in today’s dynamic educational landscape. However, challenges such as time constraints and resource limitations were identified, indicating a need for further support and resources to maximize the effectiveness of these assessments. The study concludes by recommending increased professional development for teachers and more structured integration of project-based learning into the curriculum to enhance student creativity further.

Unleashing Student Potential: Enhancing Creativity and Performance with Project-Based Learning

Unleashing Student Potential: Enhancing Creativity and Performance with Project-Based Learning

Enhancing creativity through a problem-based design thinking project in higher education

Enhancing creativity through a problem-based design thinking project in higher education

Perceived Usefulness and Ease of Use of Gpt Technology in Enhancing Staff and Students Creativity in Management and Social Science

The reality of education today includes addressing the digital transformation affecting universities and other educational institutions. This study investigates the relationship between generative pre-trained transformer (GPT) technology and the perceived enhancement of creativity among students and academic staff in the management and social science disciplines. Methodologically, the study adopted a survey research method with the aim of analyzing data collected from a statistically sampled 90 respondents from all departments within the Faculty of Management and Social Sciences. The responses collected were analyzed using partial least squares structural equation modeling. The results revealed a significant association between perceived usefulness, perceived ease of usage of GPT technology, and creativity. The study concluded that though the use of GPT technology enhances learning in that it helps to improve creativity in students and lecturers, its weak influence shows that it doesn’t have the monopoly of enhancing creativity in lecturers and students without other measures put in place to enhance creativity.

Studi Kasus Implementasi Kurikulum Merdeka Dalam Mata Kuliah Maharatul Istima’ di Program Studi Pendidikan Bahasa Arab FTK UIN Mataram

The current curriculum development utilizes the Merdeka Belajar Kampus Merdeka (MBKM) platform. This program is designed to provide a framework for higher education institutions to prepare students to become experts in the field of science and technology, possess strong character, and be capable of facing challenges in the workforce. This article aims to describe a case study of the implementation of the Merdeka curriculum in the Islamic Studies Methodology course at the Arabic Language Education Study Program of the Faculty of Teaching and Education Sciences (FTK) at UIN Mataram. Data were collected through classroom observations, interviews with lecturers, and curriculum document analysis. The research results indicate that the implementation of the Merdeka Curriculum in the Maharatul Istima' course at the Arabic Language Education Study Program of FTK UIN Mataram has a positive impact on active student participation and the enhancement of learning creativity. Students show increased interest in the material and actively participate in class discussions. Data collection methods include interviews, field notes, memos, and official documents. Research recommendations involve efforts to enhance resources and provide specialized training for lecturers, as well as strengthening institutional support for the implementation of the Merdeka Curriculum. This research is expected to provide insights for higher education institutions, especially in the field of Arabic Language Education, to improve the effectiveness and sustainability of the Merdeka Curriculum, while stimulating further discussions on the integration of curriculum innovation in Maharatul Istima' learning.

2F3-5 Clarification and Application Methods of Facial Expression Parameters Contributing to Enhancing Creativity in Meetings

2F3-5 Clarification and Application Methods of Facial Expression Parameters Contributing to Enhancing Creativity in Meetings

Enhancing Creativity in 5-6 Year Olds: The Impact of Finger Painting Activities

The development of creativity in early childhood refers to the ability to generate new ideas or create works. This study aims to determine the enhancement of creativity in children aged 5-6 years through finger painting activities. The study uses a classroom action research (CAR) approach. The subjects of the study were 13 children in Umar's class, aged 5-6 years, consisting of 8 boys and 5 girls, along with 1 teacher.The results of the research indicate that the creativity of children aged 5-6 years had not fully developed in terms of their ability to imagine and convey their ideas through drawings. In cycles I and II, the children were still unable to draw something according to their imagination. However, after improvements were made to the steps aimed at fostering creativity through finger painting activities, the children's creativity showed improvement.Through finger painting activities, the children were able to generate ideas for their drawings, choose colors, modify their drawings, create works based on their own ideas, produce unique creations, and further develop their ideas. Nevertheless, their creativity had not yet fully developed to its optimal potential.

DEVELOPMENT OF GEOMETRY MOBILE LEARNING TO ENHANCE STUDENTS' MATHEMATICS LEARNING INTEREST

The development research aims to produce a mobile learning application for geometry to enhance students' interest in learning mathematics. The product encompasses solid geometry materials for 7th-grade junior high school students. The development process follows the ADDIE model: Analyze, Design, Development, Implementation, and Evaluation. The product underwent testing with 7th-grade students at a junior high school in Yogyakarta. Data collection instruments included a questionnaire on students' interest in learning mathematics, a product validation sheet, teacher and student assessment sheets, and an observation sheet on the feasibility of the learning process. These instruments were utilized to measure the validity, effectiveness, and practicality of the developed product. The research findings indicate that: (1) The developed mobile learning application for geometry is presented using Creative Problem Solving syntax, complemented with features such as liveworksheets, Geogebra, instructional videos, Quizizz, and Google Forms, facilitating the enhancement of mathematical creativity. (2) The developed product is declared valid based on the validation results obtained from two media experts and two content experts, with an average Aiken index reaching 0.94 out of the maximum score of 1, categorizing it as "High." The product is assessed as practical based on teacher assessment at 96.55%, student assessment at 71.28%, and an average learning process implementation percentage of 85.83%. The product is also deemed effective due to a significant increase in the variable of students' interest in learning mathematics. Thus, the developed geometry mobile learning application meets the criteria of validity, practicality, and effectiveness.

Enhancing Creative Thinking Skills and Student Achievement: An Innovative Approach through Integrating Project-Based Learning with STEAM and Self-Efficacy

Enhancing Creative Thinking Skills and Student Achievement: An Innovative Approach through Integrating Project-Based Learning with STEAM and Self-Efficacy

AI Assistants in Media Production and Management: A Survey of Workflow Optimizations for Enhancing Creativity

AI Assistants in Media Production and Management: A Survey of Workflow Optimizations for Enhancing Creativity

Enhancing Creative Thinking in Preschoolers: Teacher Strategies for Creating a Multiliteracy-Based Learning Environment

The preschool period is an important phase of child development, which includes cognitive aspects, especially in terms of growth and creative thinking, but many teachers still use conventional learning strategies. This study aimed to investigate effective teacher strategies for improving creative thinking in preschool children in a multiliteracy-based learning environment. The research method used a qualitative approach with a multisite case study research involving a kindergarten school. The informants were selected using a purposive sampling technique involving nine informants, including teachers, assistant teachers, and school principals. The research findings show that implementing the strategy steps can create a dynamic and creative learning environment that supports literacy development in various contexts. Factors such as competent teachers, access to resources, and management of barriers shape an effective multi-literacy environment. The positive impact motivates students to continue thinking creatively and exploratively. The multiliteracies approach enhances preschoolers' creativity through purposeful strategies, teacher collaboration, resource support, and the use of diverse media, which empowers literacy in education. Keywords: creative thinking, multiliteracy, teacher, preschoolers

Increasing High School Students' Creativity in Local Wisdom-Based Environmental Studies Through the Project-Based Learning Model

<p>Enhancing creativity through education enriched with local wisdom is essential, allowing students to delve into new ideas and information about chemical concepts through everyday phenomena. This research investigates the impact of a Project-Based Learning (PjBL) model infused with local wisdom on student creativity. A quasi-experimental design with pretest-posttest control groups was utilized. The participants were eleventh-grade students selected via purposive sampling. The study employed questionnaires and observation sheets as instruments. The procedure demonstrated that PjBL, enriched with local wisdom, significantly fosters student creativity by supporting authentic learning experiences and encouraging innovative ideas. In contrast, direct instruction predominantly centers on teacher-led activities, with minimal direct student engagement. The data analysis included average difference tests, N-gain, and percentage analysis. Results indicated a notable improvement in student creativity within the PjBL group compared to the control, with statistical significance at 0.000 < 0.05. N-gain scores were medium (0.44) for the experimental group and low (0.25) for the control. Creativity scores in the experimental group were high across all indicators—preparation, person, process, product, and press—ranging from 93.6 to 96.8. In contrast, the control group scored in the medium range from 66.7 to 72.6. This evidence suggests that the PjBL model effectively enhances student creativity by contextually integrating hydrocarbon chemical concepts with local wisdom. Therefore, this approach achieves curriculum goals and motivates educators and students to embrace and apply local wisdom creatively in their learning processes.</p>