Creativity Test Research Articles

Impact of Augmented Reality-Based Learning on Preparing Children for Creative Reading Skills in Childhood Education Stage

This study investigated the impact of augmented reality (AR)-based learning on developing creative reading skills in early childhood education. Using validated instruments, including an AR-based learning guide, and a creative reading skills test, the study involved 254 primary school children from northern Jordan. The sample of the study was divided into an experimental group of 127 children who engaged with AR technology, and a control group of 127 children who received traditional teaching. Findings indicated that the experimental group scored significantly higher on the creative reading skills test than the control group. Statistical analysis using one-way ANOVA confirmed these differences as significant, underscoring the effectiveness of AR-based learning in improving creative reading skills. These results suggest that AR technology holds potential to develop learning outcomes in early childhood settings. Based on these findings, it is recommended to integrate AR technology into early childhood curricula to better support children’s creative reading abilities. As an engaging and interactive tool, AR can nurture creative thinking and cognitive skills that go beyond traditional teaching. Additionally, AR transforms learning into a stimulating, multidimensional experience that enhances children’s motivation to engage actively in the educational process. By creating virtual environments with interactive elements, AR aligns learning closely with real-world contexts, promoting innovative approaches to reading skill development. Further research should explore AR applications in other early childhood education areas, and expand AR-based educational tools, with an emphasis on adapting content to local cultural contexts to achieve effective, impactful results in children’s skills development.

Creativity and Motor Skill Learning Among Kindergarten Children: Investigating Predictive Correlations and Performance Differences

Creativity, often linked to enhanced problem-solving and adaptive thinking, may play a considerable role in how children acquire and retain motor skills. This study investigates the effect of creativity on motor learning in kindergarten children. Using a sample of 120 Arab Israeli kindergarten children (60 girls and 60 boys, aged 5-6 years), we measured creativity through Torrance's Thinking Creatively in Action and Movement (TCAM) and assessed motor learning through invented letter task (ILT), in terms of speed and accuracy, administered at multiple time points: beginning and end of training, 24 hours post-training, and 4-5 weeks post-training. Our results indicate a significant correlation between the creativity measures and skill acquisition, consolidation, and long-term retention. Additionally, the results show that the creativity tests predict, skill acquisition and learning. Moreover, children with higher creativity scores exhibited significantly better performance in both speed and accuracy throughout the motor learning phases. Specifically, these children showed superior acquisition of skills, enhanced consolidation 24 hours post-training, and better retention. While the TCAM test focuses on creative thinking within physical activities, the observed association between creativity and motor learning suggests that creative activities may foster adaptive learning strategies and enhanced motor development. The study's findings underline the importance of incorporating creative activities into motor learning interventions. Such integration could, potentially, optimize developmental outcomes by fostering cognitive and motor skill development. This study deepens our understanding of the relationship between creativity and motor development, providing valuable insights for designing educational methods that support child development.

RELATIONSHIP BETWEEN CREATIVITY AND INTELLIGENCE ON PERFORMANCE OF ECONOMICS STUDENTS OF SECONDARY SCHOOLS IN BENUE STATE, NIGERIA

The study investigated the relationship between creativity and intelligence on performance of Economics students of secondary schools in Benue State, Nigeria. Three research questions and three hypotheses guided the study. Population comprises of all 21,333 students offering Economics from 27 public secondary school in Benue State, Nigeria, and 377 were used as a sample size of the study. Torrance Tests of Creative Thinking (TTCT) and Standardized IQ test (Scores from Economics examinations) were used as instruments for data collection. The TTCT and Standardized IQ were validated and pilot tested, which yielded 0.79, 078 validity indexes for TTCT and Standardized IQ. In addition, the reliability indexes of 0.76 and 0.79 for TTCT and Standardized IQ. Mean and standard deviation was used to answer research question, Pearson’s correlation coefficient and multiple regression analysis was used for testing hypotheses at 0.05 level of significance. The findings revealed that, there is no significant relationship between creativity, performance of students offering Economics, there is a significant relationship between intelligence and performance of students offering Economics, and there is a significant relationship between creativity, intelligence and performance of students offering Economics secondary schools in Benue State. The study recommended that, schools should incorporate creative teaching strategies, organize workshops for teachers, and adopt comprehensive assessment methods to evaluate both intelligence and creativity, promoting a broader approach to academic excellence in Economics.

Creativity and the linguistic features of argumentative and narrative written task performance

This study investigated the relationship between creativity and the linguistic quality of the output in L2 written argumentative and narrative essays produced by 95 Hungarian secondary school students at intermediate to advanced level of proficiency. Participants also completed a figural creativity test which was standardized and validated for the target sample. The creativity test assessed creative fluency and elaboration, the abstractness of title and resistance to premature closure of the figurative representations. The lexical sophistication and diversity, syntactic complexity and elaboration, and cohesion and coherence of the students’ writing was analyzed with automated natural language processing tools. The interrelationship of creativity and the linguistic features of the argumentative and narrative texts was examined using correlational analyses. The results reveal a complex interplay of the role of different facets of creativity in L2 written task performance that varies across the two types of tasks.

Differences in Creativity across Gender among Undergraduate Students

Creative people are the wealth of society. Creativity not only improves one's performance but also plays an important role in the development of the entire society as well as the country. The purpose of this present study was to find out whether there was any difference in creativity due to gender differences. The population of this study was the Undergraduate students of the Presidency Division of West Bengal. A total of 244 students were taken as samples from the Arts, Commerce and Science streams of Barrackpore Rastraguru Surendranath College and Chakdaha College. The Purposive sampling technique was used to select the samples. The sample consisted of 109 Males and 135 Females. A self-constructed Creativity Test was administered to the students for data collection. Students' Verbal creativity was measured in terms of Fluency, Flexibility, and Originality. Students' Non-Verbal creativity was measured in terms of Fluency, Flexibility, Originality, and Elaboration. Mann–Whitney U test was applied for statistical analysis of data. The present study found that there were significant differences between Male and Female undergraduate students in terms of Fluency and Flexibility in both Verbal and Non-Verbal Creativity. No significant differences were found in both Verbal and Non-Verbal Originality and Non-Verbal Elaboration of Undergraduate students. Keywords: Gender, Creativity, Verbal Creativity, Non-Verbal Creativity

Fostering technical skills and creativity in the digital fabrication spaces: an open-ended prototyping approach

AbstractThis paper explores the impact of a digital fabrication course on the development of digital fabrication skills and creativity. The course focused on open-ended prototyping and aimed to investigate its effects on students’ motivation, enjoyment, and confidence. Students’ creativity levels were measured using a creativity test at the beginning and end of a seven-week course. Additionally, the students shared their subjective feedback on their skills and experiences in designing and fabricating prototypes using digital fabrication tools. The results showed that prototyping activities significantly improved students’ overall creativity and perceived proficiency in 2D and 3D modeling, prototyping, embedded programming, and operating fabrication machines. Students’ confidence increased across most skills, although some of their motivation and enjoyment for certain skills decreased by the end of the course. It was also revealed that collaborative learning was perceived as enjoyable and not always suitable for developing certain personal skills, such as 2D modelling and programming. Future research could investigate pedagogical approaches tailored to individual needs and collaborative configurations for optimal skill development.

Empowering Students' Creative At The Utilization of Moodle-H5P with Flipped Classroom in Global Warming Learning to Enhance Students' Creative Attitudes

Fostering creative attitudes is essential in global warming learning, as it helps students think creatively and critically about complex environmental issues. This study aims to examine the impact of Moodle-based interactive media with H5P in flipped classroom settings on improving students' understanding of global warming in physics. The creative attitude indicators measured in this study include curiosity, imagination, collaboration, perseverance, risk-taking, openness to new experiences, independence and self-confidence in one's ideas, persistence, imagination and appreciation of fantasy, discipline and commitment to tasks, and collaboration and group trust. The research uses a pre-experimental design with a one-group pretest-posttest approach. Data were collected through tests, and analysis was conducted using ANOVA and N-Gain analysis. The findings reveal a significant improvement in students' creative attitude test scores after using Moodle H5P-based learning media, as shown by the ANOVA results. Additionally, the N-Gain analysis indicates that the improvement in students' creative attitudes falls into the moderate category. The use of Moodle H5P-based interactive media in a flipped classroom setting has a significant impact on enhancing students' creative attitudes, especially in understanding global warming. The use of Moodle H5P-based interactive media in a flipped classroom setting has a significant impact on enhancing students' creative attitudes towards understanding physics topics, particularly global warming.

The link between digital gaming and creativity: a meta analysis

ABSTRACT This study explored the relationship between digital gaming and creativity by conducting a meta-analysis of effect sizes using data from 78 effect sizes in 19 studies encompassing 3,172 samples. We employed a two-level multivariate model with a robust variance estimator and conducted separate analyses for between-subject and within-subject designs. For the between-subject designs, the mean effect size was r = .109, 95% [−0.036, 0.249], indicating non-significance. We conducted moderator analyses to explore potential sources of variation in the observed effects, including creativity test modality, creativity test type, divergent thinking index, analytical approach, age, gender, and year of publication. None of the examined moderators were found to be statistically significant. In contrast, we observed a significant mean effect size for within-subject designs based on 29 effects from seven studies (r = .772, 95% CI [0.595, 0.878]). Variation in mean effects by study design warrants caution when making inferences about the impact of digital gaming on creativity. The implications and limitations of the findings are discussed.

The Effect of a Realistic Mathematics Education Approach with the Jigsaw Learning Model on Students' Creative Thinking Ability and Self-regulated Learning

This study aims to describe: (1) The effect of a Realistic Mathematics Education Approach with a Jigsaw Type Cooperative Learning Model on Students' Creative Thinking Abilities; (2) The effect of a Realistic Mathematics Education Approach with a Jigsaw Type Cooperative Learning Model on Students' Learning Independence; (3) The effect of a Realistic Mathematics Education Approach with a Jigsaw Type Cooperative Learning Model on Students' Creative Thinking Abilities and Self-regulated Learning. This research is a quasi-experimental study with a pretest and posttest design. The population in this study were all class VIII students of SMP Negeri 1 Kota Bima for the 2023/2024 academic year, consisting of 10 classes. Two classes were randomly selected as the research sample, namely class VIII-2 as the experimental class I, which was treated with realistic mathematics education approach with a jigsaw type cooperative learning, and class VIII-3 as the experimental class II, which was given the realistic mathematics education approach. The instruments used to collect data were creative thinking ability tests and self-regulated learning questionnaires. The validity of the contents of the instrument was determined by asking for the assessment of two experts (expert judgment) who stated that the instrument was suitable for use after revision. The tests used were independent sample t-test and hottelling T2. The results of the study show: (1) Learning using realistic mathematics education approach with a jigsaw type cooperative learning model has a significant effect on students' creative thinking abilities; (2) Learning using a realistic mathematics education approach with a jigsaw type cooperative learning model has a significant effect on self-regulated learning; (3) Learning using a realistic mathematics education approach with a jigsaw type cooperative learning model has a significant effect on students' creative thinking abilities and self-regulated learning.

Structural brain correlates of creative personality: a voxel-based morphometric study

ABSTRACT The current study explored the neuroanatomical basis of creative personality using the voxel-based morphometric (VBM) approach. The sample comprised two groups – Creative (CR) group (professional creative artists) and matched controls with no demonstrated artistic creativity (NC) with 20 participants in each group, in the age range of 20–40 years, right-handed (screened using Edinburgh Handedness Inventory) and had minimum average intelligence (IQ > 90 on Raven’s Progressive Matrices). Professional creative artists were selected using the creativity achievement questionnaire, creativity was assessed using the Wallach & Kogan test of creativity, and personality was administered using NEO-FFI. The result indicates that creative individuals have significantly higher openness to new experiences and it positively correlates with the right middle frontal gyrus. VBM analysis indicates increased gray matter volume in the inferior frontal gyrus and anterior cingulate gyrus in the CR group, pointing toward the integration of cognitive and imaginative processes that might be implicated in creative personality.

Enhancing Gifted Students' Creative Thinking Through Science Laboratory

ABSTRACTThe aim of this study was to examine the impact of the Predict‐Explain‐Observe‐Discuss‐Explain (PEODE)‐based laboratory on enhancing the verbal and figural creativity of gifted students. The quasi‐experimental research design utilised a pre‐ and post‐test approach with a non‐equivalent control group, consisting of 60 sixth‐grade gifted students. The participants were randomly assigned into two groups: the experimental group (EG; n = 30) and the control group (CG; n = 30). During the study, the control group underwent traditional laboratory tasks, whereas the experimental group participated in PEODE‐based laboratory tasks. Both groups engaged in laboratory work for a total of 16 h. Data were collected using the Torrance Test of Creative Thinking (TTCT) scale, and statistical analysis methods were applied. The results revealed significant differences in favour of the EG regarding both verbal and figural creativity. These findings suggest that the PEODE‐based laboratory approach can effectively enhance the creative abilities of gifted students.

Creating my own story: Improving children’s creative thinking and composition creativity through a three-staged individual-group-individual story writing framework

Previous research primarily used creative writing in secondary and undergraduate courses, while practical writing models in primary school merit development. Based on the scaffolding theory, a three-staged Individual-Group-Individual (IGI) storywriting model was developed to cultivate 27 fifth graders’ (11–12 years old) creative thinking and composition creativity in the 14-week course. A mixed-methods approach was conducted, in which the Torrance Test of Creative Thinking, the Composition Creativity Scale, and focus group interviews were employed. The quantitative results indicated that the students significantly improved creativity and composition creativity. The qualitative findings supported these results, highlighting increased incubation time, peer exchange, concept visualisation, the value of scaffolding, and individual portfolios. The three-staged IGI model has been indicated as an effective approach that future studies and educational practices can use.

Interactive art: fueling creative development

The aim of the research is to analyse the impact of interactive art projects on the development of creative abilities of future artists and musicians. The research employed testing methods (Torrance Tests of Creative Thinking (TTCT), Creative Skills Assessment, Divergent Thinking Test). The reliability of the methods was tested by using Cronbach’s alpha. The results were tested using standard statistical methods, namely chi-square, mean deviation, t-test. The experimental group (EG) demonstrated statistically significant better idea generation (p = 0.04, d = 0.23) and flexibility (p = 0.02, d = 0.43) compared to the control group (CG). The study found a statistically significant difference between the EG and the CG on some measures of creativity and divergent thinking. The EG demonstrated better idea generation and flexibility compared to the CG. The obtained results confirm the research hypothesis and testify to the positive impact of virtual art projects on the students’ creative development. Studies with larger numbers of participants and better control for extraneous factors are needed to definitively confirm and better understand the reasons for these discrepancies.

Correlates of creativity: an association between creativity, personality, and intelligence

ABSTRACT The present study aimed to explore the association between creativity, intelligence, and personality. The study recruited sixty healthy volunteers in the age range of 20–40 years from Bengaluru city (formerly Bangalore), South India, and administered tests for fluid intelligence (Raven’s Standard Progressive Matrices), personality (Big Five NEO-FFI), and divergent thinking (Wallach & Kogan Creativity Test). Findings revealed that intelligence and openness to experience were positively correlated with the fluency, flexibility, and originality dimensions of creativity. The hierarchical multiple regression analysis suggested openness and fluid intelligence significantly predicted creativity. This suggests that individuals who are more open to new experiences continue to integrate new and diverse information into their existing knowledge base. When combined with contextual and emotional stimuli, this integration process can lead to more varied and innovative responses to divergent thinking tasks.

Dynamic Fluid Module: Problem-Based Learning Combined with STEM to Increase Students' Scientific Creativity

Scientific creativity is one of the main competencies in 21st century life, but this competency is not practiced in schools. This study aims to describe the effectiveness of dynamic fluid module using STEM-PBL to improve students' scientific creativity. This module contains lesson plans, module content, materials and scientific creativity tests. This research includes research and development using an adaptation of the ADDIE model. The research trial used a one group pretest and posttest design on 21 students of class XI IPA 1 SMA Negeri 1 Takisung. Data were obtained from student learning outcomes tests, with module effectiveness of 0.41 in the moderate category. Thus, the dynamic fluid module using STEM-PBL developed is effective for increasing students' scientific creativity.

Рынок труда в креативных индустриях

The article describes a study of the labor market of creative industries in the Tomsk Region in order to substantiate its consideration as a key factor in the development of the local creative industries in the region. The authors systematized the existing problems to improve the selection and hiring of creative specialists. They analyzed various terminological approaches of the concepts of creative industries, human capital, and labor market in terminological interrelation. The supply and demand in the labor market of creative demonstrated its importance for the development of creative industries in the Tomsk Region. The analysis also involved quality of education and professional training in the field, which revealed some potential problems related to non-compliance with labor market requirements. Job interviews should include creative tests, and assignments, team work, and information campaigns about career opportunities. As the creative sector keeps growing, studying the current trends in the labor market of creative industries has become important in the context of economic growth and its impact on the regional development. The research opens up new prospects for regional studies in the sphere of creative labor market and possesses practical application.

Testing the Level of Creativity and Spatial Imagination in the SketchUp Program Using a Modified Urban Test of Creative Thinking

Testing the Level of Creativity and Spatial Imagination in the SketchUp Program Using a Modified Urban Test of Creative Thinking

How Does Comprehensive Art Education Facilitate Children’s Creativity? A Mixed-Methods Study in China

ABSTRACT Research Findings: Comprehensive art education (CAE) can be an effective way to develop children’s creativity development. However, little is known about how CAE is implemented in kindergarten classrooms in China. The purpose of this study was to explore the effectiveness of CAE activity implementation. To assess the effectiveness of CAE in terms of early childhood creativity, 64 children in a Chinese kindergarten were assigned to experimental (n=32; 15 boys and 17 girls) and control (n=32; 15 boys and 17 girls) groups. The complete CAE intervention program, including teacher training and CAE activities, lasted for 11 months. Both groups of children took the Torrance Tests of Creative Thinking (TTCT) pretest and posttest to assess their creativity. The findings showed that the experimental group had significantly higher TTCT scores than the control group. In addition, interviews with five teachers echoed the test results and raised the need for related teacher training. Practice or Policy: Results indicated a clear connection between the CAE activities and the enhancement of the children’s creative thinking abilities. These findings suggest that CAE nurtures children’s creativity and should form an essential component of early childhood and teacher education curricula.

The effectiveness of improvisation in the development of creative thinking in dance education / La eficacia de la improvisación en el desarrollo del pensamiento creativo en la enseñanza y aprendizaje de la danza

This paper investigates the effectiveness of improvisation in creative thinking development in dance education. The study used the experimental method, which implies conducting a survey and identifying the level of creative thinking development. The following methods were used to study the level of creativity: the Reisman Diagnostic Assessment of Creativity method, Assessment of the creative potential of an individual, The Torrance Tests of Creative Thinking (TTCT). The study was conducted at the School of Music and Dance at Hunan First Normal University. A total of 561 students participated in the study. The findings show there is a statistically significant ( p < .05) difference between the students’ self-assessment of creativity and their level of creativity, instructors’ selected expertise, knowledge level, professional competencies and skills as the primary criteria. The results of the pre-test and post-test show that the indicators of the high level increased from 51% to 61%, and the average level from 27% to 34%. Low-level indicators, on the contrary, decreased from 12% to 5%.

Collaborative AI-enhanced digital mind-mapping as a tool for stimulating creative thinking in inclusive education for students with neurodevelopmental disorders

BackgroundNowadays, inclusive education is becoming an increasingly important method in the education of people with various types of disabilities. This study is aimed at investigating the effectiveness of utilizing collaborative digital mind-mapping techniques in the practical work of students in inclusive educational groups, as well as examining how the use of AI-provided prompts influences the development of creative skills.MethodsThe study involved 163 participants, among whom 28 had neurodevelopmental disorders. The application of the proposed methodology resulted in an improvement in the indicators of creative thinking as measured by the Torrance Figural Creativity Test, specifically in terms of Fluency, Originality, Elaboration, and overall creativity score; the observed increase was statistically significant according to the Wilcoxon signed-rank test (p = 0.05).ResultsThis increase in indicators was observed both in students with neurodevelopmental disorders and in students without developmental disorders, with a notably stronger impact observed on students with neurodevelopmental disorders. Furthermore, a slightly higher effectiveness of the applied methodology was recorded when AI prompts were used for both categories of students. Students with neurodevelopmental disorders largely perceived the usefulness of the prompts they received subjectively.ConclusionsThe present research may contribute to further study of various creativity development methodologies in inclusive education, as well as regarding the influence of AI utilization on creative skills. The obtained results can be utilized in the development of educational programs for students in higher education institutions that support inclusive forms of learning.