Enhancing Creativity Research Articles

Humor in Education: Exploring Its Complexities and Its Possibilities

Humor has the capacity to offer a variety of benefits to educational settings such as: creativity enhancement, community building, increased problem-solving capacity and much more. Yet, it requires mindful implementation to avoid negative consequences. In this paper, I provide an overview of the theories, research, and practical applications of humor in education. I make the argument that the mindful use of humor in education has benefits that extend beyond content retention because it also humanizes the educational process.

Blended knowledge sharing model in design professional

Grounded in Nonaka and Takeuchi (Long Range Plan 54(4):102070, 2021) Socialization, Externalization, Combination, and Internalization (SECI) model, the present research develops a Blended Knowledge Sharing Activity (BKSA) model tailored for design practitioners, targeting the enhancement of learning outcomes and creativity. The investigation centers around the influence of BKSA on higher education students' learning achievements and creative potential, further delving into their application and performance relative to social media within design-related coursework. Employing a comprehensive methodological approach including sampling, t-tests, and structural equation modeling, questionnaires were disseminated to a cohort of 105 undergraduate students from two sophomore-level design classes. It is worth underscoring that despite the SECI model finding extensive applicability across numerous domains, its implementation within the context of design education remains comparatively underrepresented. This research lacuna served as a catalyst in our endeavor to apply the SECI model within knowledge-sharing activities specific to design majors, in anticipation of uncovering more potent strategies for learning and innovation. Our findings disclose a tangible positive correlation between BKSA and both the learning outcomes and creativity of undergraduate students. Moreover, the instrument we devised and utilized, acting as a robust measurement tool for the SECI model, provided additional validation for the beneficial influence of BKSA on university students' learning achievements and creative capacities. This novel insight not only redresses the underexplored application of the SECI model in design education but also furnishes a fresh theoretical vantage point for the amalgamation of blended learning and knowledge sharing paradigms.

The impacts of a high-school art-based program on academic achievements, creativity, and creative behaviors

This article evaluates the impact of an Art-based program, which consisted in bringing artist to do workshops in public schools, on academic achievements, creativity (i.e., the skill) and the external manifestation of creativity in action (i.e., creative behaviors). The main contribution with respect to previous literature is a quasi-experimental design—propensity score matching—that makes the causal link between these aspects more plausible, and which had a sample of 297 children between 14 and 16 years old. Four main findings are derived from the empirical investigation. First, substantial practice is crucial. Participation in at least two semester-length workshops is a necessary condition to observe significant impacts. Second, participation has a significant impact on academic achievements. Grades increased by 0.61 standard deviations (sd) for language, by 0.36 sd for math, and by 0.33 sd for art. Overall GPA increased by 0.55 sd. The program also increased participant willingness to consider postsecondary education. Third, the impact of the art-based program on various innovative graphical psychometric measures of creativity was positive and significant. Fourth, related to creative behaviors, the program had a positive impact on certain cultural activities, such as time spent watching films at home and creating cultural goods (e.g., handicrafts, poetry, music). In conclusion, our study presents substantial evidence on the effective enhancement of creativity, the fostering of creative activities, and the improvement of academic performance through the deployment of art-based programs.

Evolution of Indian Cinema and Its Impact on Indian Culture

Indian cinema has greatly contributed to the globalisation of Indian culture, the world of cinema has seen many changes, this paper will shed some light on the societal impact of Indian cinema. Owing to the enhancement of technology and creativity, cinema has been a major influence on people's world views and perspectives. By examining major Bollywood and Tollywood films, this paper will analyse how Indian cinema has affected the course of Indian history. Moreover, the paper presents what changes have occurred in the opinions of the masses as a result of cinema's impact on Indian culture and society.

Design Thinking and Project-Based Learning (DT-PBL): A Review of the Literature

Design thinking and project-based learning (DT-PBL) has emerged as an innovative and transformative educational approach, garnering substantial interest in the educational field in recent years. This review delves into existing literature concerning DT-PBL within the realm of education through a systematic literature review. A thorough exploration of academic databases yielded 14 journals that examine this educational paradigm. Within those journals, two distinct models of DT-PBL emerged, signifying the nascent stage of comprehensive research in this area. These models provide conceptual frameworks for teachers and institutions seeking to integrate DT-PBL into their pedagogical strategies. Furthermore, the articles encompassed strategies for student learning outcomes, facilitating teacher professional development, navigating challenges, and acknowledging potential limitations within the DT-PBL context. The synthesis of the findings revealed that the DT-PBL methodology exhibits a discernible impact on students’ creativity enhancement and refined problem-solving capabilities. DT-PBL is a program that helps students develop critical skills beyond the traditional classroom setting. Simultaneously, the review revealed that DT-PBL has the potential to reshape teacher professional training paradigms. Engaging teachers in DT-PBL experiences empower them with innovative tools to adapt to evolving educational landscapes. This educational model is ready to undergo progressive refinement, evolving into a mature pedagogical methodology that transcends disciplinary boundaries. The rich insights from this review facilitate continued growth and adaptation of DT-PBL in diverse educational settings, thereby enriching the educational experience for students and teachers alike.

A Systematic Literature Review of Gamification in/for Cultural Heritage: Leveling up, Going Beyond

Because of the possibilities that it opens for a variety of fields and practices, gamification has increasingly garnered significant attention. This has put it at the forefront of many significant debates around its applicability and implications. In the case of its application to cultural heritage, although there is much trailblazing to do, the body of work has been growing and the field is gaining its maturity. As such, this paper aims to take stock of the directions the field has been moving towards—to provide orientation for future work and projects that are yet to be developed. To do this, the paper aims to map out the publications in the field of gamified cultural heritage, by conducting a broader and systematic literature review. The study has found that, with regards to who the main actors with publications in the field are, a prominence of European institutions and networks, namely from Italy, Greece and the United Kingdom, can be observed. Regarding what heritage is being gamified and for what purpose, the study found a prominence of focus on historical, architectural and archeological heritage values and a very significant focus on gamification being used for motivation/engagement and for creativity enhancement. When looking at the gamification design dimensions that are given prevalence, intrinsic motivation seems to be prioritized, and, with regards to the observed target publics, tourists and visitors and seem to prevail in gamified heritage projects, with children as a specific group coming in second. Regarding technologies and tools being used, Mobile Applications, Augmented Reality (AR) and Virtual Reality (VR) are particularly prevalent. Regarding mentioned future orientations, the study found that a vast majority of papers are self-contained, both in scope of work and discussion, with most of those that do mention future directions indicating continuation and/or expansion of their specific project.

Enhancing Creative Thinking Skills through Project-Based Learning Assisted Game Open Online Physics Instructional

This study aims to enhance creative thinking skills through Project-Based Learning (PjBL) assisted Game Open Online Physics Instructional (GOOPI). GOOPI is an online game-based physics learning media and contains physics concepts found on the page: https://goopi.id/ (use UC browser). The research method used is a quasi-experimental design with two experimental groups and one control group. The sample of this study was 75 eighth grade students from a province in Indonesia. GOOPI technology as software developed to support PjBL activities in the classroom. The results of the research show that project-based learning assisted GOOPI can enhance creative thinking skills. Based on statistical calculations there is an increase in the gain value, an increase of 0.72 in the high category for the PjBl experimental group 1 with GOOPI, the PjBl experimental group 2 alone experienced an increase in the gain value of 0.55 in the medium category, and the group with the teacher based instructional method experienced an increase in the gain value of 0, 45 medium categories. It is suggested that GOOPI technology can be an interesting and effective tool to activate students' positive interest in the PJBL process. In addition, the implications of applying GOOPI for physics learning and recommendations for further study are discussed in this study.

Harnessing Dramatic Creativity: A Lesson Study on Enhancing Creativity in a Digital Puppetry Project

To manipulate digitally animated figures, objects, text, audio files, and music in a virtual setting is known as digital puppetry. It is frequently utilised in movies and TV shows, but it has also been employed in education, such in language teaching. The purpose of this study was to investigate the instructional approaches used to teach TESL pre-service teachers enrolled in the "Drama in Action" course to foster dramatic creativity. Pre-service teachers and the researchers worked together to observe and evaluate the teaching and learning processes. Participants wrote and edited drama scripts, made storyboards, chose pictures for the characters and backgrounds, recorded voiceovers, and selected appropriate music to set the tone and mood of the narrative. The findings showed that the pre-service teachers created artistic and compelling digital puppet shows, and with more guidance could have upgraded their digital process, English language accuracy, and pronunciation for better results. With the help of this lesson study, digital puppetry will become an effective teaching tool in ESL classrooms by enhancing the teaching strategies used in the “Drama in Action” course.

Enhancing Creativity: The Role of Affective Commitment and Knowledge Sharing

As higher education institutions were facing strong competition to attract new coming students, the contributions of lecturers were acknowledged as one of the driving resources of the university’s competitive advantage. Besides teaching, all lecturers were required to conduct research and social services. While fulfilling these tasks, some lecturers focused on one aspect only and neglect the others. This situation created a disparity in lecturers’ creative mindsets, as they keep on doing similar tasks repeatedly. Creativity developed by the lecturers could become the competitive advantage of their university. The objective of this study was to examine how lecturers’ creativity is constructed. Two influencing factors, which are affective commitment and knowledge sharing, were tested to see their influences on creativity. The data were collected from 170 randomly selected lecturers of private universities who obtained an “A” accreditation. Since this was quantitative research, the collected data were processed with the Partial Least Square technique. The results showed that lecturers’ creativity was significantly affected by knowledge sharing as well as affective commitment. However, knowledge sharing did not mediate the relationship between affective commitment and creativity.

Psilocybin's effects on cognition and creativity: A scoping review.

Research on psilocybin has become increasingly popular during the current psychedelic renaissance, which began in the early 1990s. Psilocybin's effects on mental health are promising and there are ongoing efforts to investigate its clinical implementation and its effects on cognition. The purpose of this study is to report trends in publications, methods, and findings from research examining the effects of psilocybin on cognition and creativity in adults. We conducted an Open Science Framework preregistered scoping review, guided by the JBI Manual for Evidence Synthesis, on literature pertaining to psilocybin's effects on cognition and creativity. In the 42 included studies, psilocybin was primarily administered orally (83%) in a bodyweight-adjusted manner (74%) to healthy participants (90%). Of the few studies that explicitly reported safety outcomes (26%), only one reported serious adverse reactions. During the acute phase post-intake (i.e., minutes to hours), macrodoses tended to impair cognitive performance and creativity, whereas microdoses tended toward creative enhancement. The few macrodosing studies that included post-acute measures (i.e., 1-85 days) reported primarily null but some positive effects. This scoping review identified a time-based variation of psilocybin macrodosing effects on cognition and creativity, in which impairment may be observed early post-intake but withdraw over time, and some positive effects may emerge afterward. These findings are limited by methodological concerns and inadequate assessment of long-term effects. We therefore recommend that future psilocybin research be conducted according to existing guidelines and include well-validated measures of cognition and creativity at multiple timepoints.

Dual amplification electrochemiluminescence of carbonized polymer dots embedded in the metal-organic framework with low trigger potential and nanoconfinement enhancement for sensitive CYFRA21-1 immunoassay

Developing novel luminophores for electrochemiluminescence (ECL) that could operate smoothly under low-potential excitation while incorporating creative enhancement strategies is a challenging but very attractive initiative to achieve sensitive detection of disease markers. Herein, carbonized polymer dots (L-CPDs) with low cathode excitation potential were successfully synthesized and used for dual amplified sensitive electrochemiluminescence immunoassay of cytokeratin 19 fragment antigen 21–1 (CYFRA21–1). l-CPDs were first used as ECL luminophores and have an unprecedentedly low excitation potential of -0.95 V that has not been equipped for other cathodic carbon-base dots, avoiding side reactions, bioactive damage and electrode polarization due to high potential, thus obtaining excellent sensor performance. In addition, zeolitic imidazolate framework-8 (ZIF-8) synthesized at room temperature as a nanoconfinement carrier encapsulated l-CPDs and reduced the non-radiative energy loss of the luminophore, which led to substantially improved the ECL signal. The ECL efficiency of the encapsulated luminophores is 2.7 times higher than that of monomeric l-CPDs at the same mass concentration. Platinum composite iron oxide (Fe3O4/Pt) was used as a co-reaction acceleration platform to strengthen the ECL response. The sandwich ECL immunosensor fabricated achieved sensitive detection of CYFRA21–1 in the detection range of 150 fg/mL–110 ng/mL with a detection limit of 126 fg/mL. In conclusion, this work provides a consideration direction of developing ideal luminophores complemented by amplification strategies in ECL systems construction to achieve accurate and sensitive detection of targets.

Analysis of the Innovation of University Students’ Education Management Based on the APT Model

Abstract To solve a series of problems such as unchanging teaching forms, boring teaching resources, and lack of effective ways to combine teaching and research in traditional classrooms that hinder students’ personalized development and creativity enhancement, an analysis of the innovation of university students’ education management based on the APT model is proposed. This study mainly adopts research methods such as quasi-experimental research method and survey research method and adopts research tools such as test papers, questionnaires and interview outlines to conduct a comprehensive and in-depth analysis and investigation of research data, student research programs, and other works. This study is based on the project “APT Teaching in Smart Classrooms to Promote Deep Learning among University Students”, in which 78 second-year university students majoring in educational technology at University A were selected as research subjects to design a semester-long APT model based on a Rubric and carry out a variety of innovative teaching in smart classrooms. In addition, a quasi-experimental study was conducted to compare the differences in learning performance, research ability, motivation, and attitudes towards the use of the Rubrics between pre- and post-announcement of the Rubrics, providing a new perspective on the differences in the functions and effects of the different types of Rubrics. The results show that APT based on Rubrics improves the academic performance of university students and that the effect of posting Rubrics on activity tasks is better. The Rubric-based APT instruction improves students’ research skills and is more effective when the Rubrics are presented before the activity task.

Exploring the effects of different interventions of the problem-oriented teaching model on students’ creativity in STEM education

ABSTRACT Background Creativity is one of the key competencies for the talent of the 21st century to meet future challenges in a complex world. It is also an innovative basis for students to discover and pose questions. Purpose This study aimed to explore which two interventions of the problem-oriented teaching model, teacher-guided problem finding (TGPF) and teacher-directed question posing (TDQP), was more effective in terms of improving students’ creativity in STEM education. Sample A total of 60 seventh-grade students participated in this study. Design and methods The TGPF group included 30 students who adopted the problem-finding method in which the teacher guided them to find problems, while another 30 students in the TDQP group adopted the method in which the teacher directly posed the questions. The Williams Creativity Aptitude Test (WCAT) was used to test the pre- and post-creativity of the two groups. Paired samples t tests were used to verify whether the two interventions of the problem-oriented teaching model could enhance students’ creativity, and independent samples t tests were used to verify the differences between the two interventions of the problem-oriented teaching model in the enhancement of creativity. Results The results indicated that both TGPF and TDQP can improve students’ creativity. Compared with the TDQP group, the TGPF group’s students could better improve their creativity, especially in the dimensions of adventure, imagination, and challenge. Conclusion This study provides references for teachers to use different problem-oriented teaching interventions in STEM education. Teachers should break from the previous approach of direct problem posing to the creation of situations and other methods to guide students to actively think of and discover problems, so as to better improve students’ creativity.

Effects of virtual reality on creative performance and emotions: A study of brainwaves

Creativity is the basis for innovation and a source of national and industrial competitiveness. Thus, pedagogical enhancement of creativity is desirable, particularly via application of new technologies such as virtual reality (VR). The purpose of this study was to examine the effects of VR on creativity (creative outcomes and the creative process), emotions, and brainwaves using a nonequivalent-group pre-post-test quasi-experimental design involving 76 tenth-grade students. An experimental group received training that incorporated VR elements, and a comparison group was taught via lectures combined with multimedia presentations. The main conclusions are as follows: VR exerted large positive effects on the elaboration, vividness, and novelty creative outcomes; VR exerted above-moderate positive effects on feasibility but not novelty; VR exhibited small effect sizes in terms of enjoyment, anger, and anxiety, but a large effect size for boredom, and these emotions positively influenced creativity; and beta and gamma brainwave activity during the ideation and elaboration stages, and delta brainwave activity during the latter stage, were significantly lower in the experimental than comparison group.

A Review of the Design and Enhancement of Pastoral Culture Creativity in Chinese Rural Ecotourism

Abstract Chinese rural ecotourism is of great significance to promote rural revitalization. As Chinese consumers’ requirements for rural ecotourism gradually increase, seeking the integration of regional characteristics of pastoral culture elements is the top priorities of Chinese rural ecotourism attractions. The creative design of pastoral culture is a breakthrough point in creating characteristic rural ecotourism attractions and truly developing China’s rural economy. Based on this, this paper sorts out the current situation of China’s rural ecotourism attractions, and puts forward feasible suggestions for the design and improvement of future pastoral culture creativity in China’s rural ecotourism.

Design-thinking skill enhancement in virtual reality: A literature study

As a methodology, design thinking involves practicing “a way of thinking” that non-designers can use as a source of inspiration instead being limited to a group of professional designers. This methodology has gained research attention because of the growing demands for social innovation and sustainability. The general public is expected to gain design-thinking skills through training or by applying design-thinking tools. Virtual reality (VR) is considered a potential tool to help accelerate augmenting design-thinking skills because it allows users to have embodied and immersive experiences. This study reviews existing literature on how VR has been used to enhance design-thinking skills. The general features of the publications such as the year of publication, design-thinking stages, VR types, targeted participants, and publication fields are analyzed for determining the latest trends and scenarios under this research topic. Further, a thematic analysis that follows creative enhancement structures is conducted to understand the role of VR in enhancing design-thinking skills, and future research directions are discussed based on the results. The review concludes that VR has the potential to enhance creativity in many aspects. Moreover, it highlights the need of gaining deeper understanding about 1) art, humanities, and societal perspectives; 2) cognition processes in VR; 3) emphasizing and defining stages in the design-thinking process; 4) technological improvements combined with the Metaverse; and 5) hybrid of the virtual and real worlds.

“More than meets the eye”: Unveiling the full potential of creative workspaces in modern organizations

Providing adequate workspaces for employees is now considered crucial for organizational innovativeness in light of evidence that the work environment influences creative behavior. It is unsurprising, then, that companies increasingly seek to implement modern workspace designs based on what is often referred to as “New Work” to support employee creativity. However, designing, planning, and implementing a modern and creative workspace is highly complex. Existing studies report the multiplicity and interplay of organizational variables affected by such changes at the level of the individual employee (e.g., creativity), the team (e.g., communication) and the organization (e.g., culture). To explore whether and how organizational changemakers take account of these variables when designing creative workspaces, we interviewed 20 experts from companies that have recently implemented creative workspace designs and asked them about the objectives and consequences of their new workspace designs. On comparing their answers to findings reported in the existing literature, we found that these organizations were not fully aware of the organizational impact of such changes and failed to consider creativity enhancement as an explicit goal. Concluding that much of the potential of modern workspace design remains untapped, we propose avenues for further research.

Analyzing the Limitations of African Institutions of higher Education in Enhancing Creativity, Research and Innovation in Agriculture for Food Security as a Sustainable Development Goal

Analyzing the Limitations of African Institutions of higher Education in Enhancing Creativity, Research and Innovation in Agriculture for Food Security as a Sustainable Development Goal

Creativity enhancement methods for adults: A meta-analysis.

Creativity enhancement methods for adults: A meta-analysis.

Reshaping teaching in higher education through a mandala of creative pedagogies

ABSTRACT Enhancing creativity skills and dispositions is one of the many student capabilities academics in higher education are required to promote. Although there are several issues that can hamper academics’ engagement with creativity including demands of performance indicators and limited freedom to experiment with teaching. In this article, we consider the findings from a research project with a group of tertiary academics who explored the complexities and opportunities related to teaching for creativity, creative learning, and teaching creatively. From the academics’ dynamic interaction with and between creativity and their traditional and academic cultures, we were able to extend on an existing framework to give a more nuanced understanding about how creativity can be incorporated into teaching in higher education. We present a mandala of creative pedagogies as an analysis framework and a teaching tool that can accelerate a range of skills acquisition for graduates, including connecting with global and local knowledges.