Developing Student Creative Problem-Solving Skills (CPSS) Using Online Digital Storytelling

Abstract

This study set out to research and evaluate the needs in developing creative problem-solving skills (CPSS) of undergraduate students through developing and evaluating a digital storytelling process using Padlet. The sampling process used simple random sampling to select 332 teachers from 83 schools in Bangkok. The data was collected using a needs assessment questionnaire, training course questionnaire, and satisfaction questionnaire. Descriptive statistics used for the analysis included frequency, percentage, mean ( , and standard deviation (SD). The data collected were mean scores of expert validity testing and student inter-rater reliability testing. The assessment evaluated student satisfaction toward the CPSS training course using 30 students in the Computer Education Program at Dhonburi Rajabhat University's Faculty of Education in Thailand. The findings revealed that of the four aspects identified for developing undergraduate CPSS, elaboration was at the top of the priority of needs (PNIModified = 0.20). This was followed by originality and flexibility (PNIModified = 0.19). Finally, was fluency (PNIModified = 0.18). Also, analysis of the prospective condition was ranked ‘high’ across all four aspects with an average of = 4.38 SD = 0.06. Further analysis of the real condition showed that all four aspects had an average of = 3.67, SD = 0.06. The study contributes to the literature in that it demonstrated that correctly developed and implemented undergraduate student CPSS can increase significantly. This fact is critical in knowing as a nation’s future depends on its workforce and leaders having CPSS.

Enhancing ICT Literacy and Achievement: A TPACK-Based Blended Learning Model for Thai Business Administration Students

“…In Thailand, the concept of needs assessments has evolved into the PNI modified (Priority Needs Index) formula [63], which assesses and prioritizes development needs based on various indicators and criteria tailored to Thailand's specific context and requirements [64]. The formula for calculating the outcome of this process was as follows [69]. PNI Modified = (I − D)/D…”

الإسهام النسبی للعملیات المعرفیة الإبداعیة فی التنبؤ بالحل لإبداعی للمشكلات والكفاءة الذاتیة الإبداعیة لدى معلمی ومعلمات الأطفال ذوی الإعاقة العقلیة

“…The descriptive approach is used, and the current research uses the creative cognitive processes scale by Miller (2014) adapted by Marwa Baghdadi (2019). the creative melboip -glovets scale by Khamcharoen, et al(2021) adapted by the researcher, ttf nni creative self-efficacy scale by the researcher, and using correlation coefficients and gradient multiple regression analysis, the study concluded that there is a Statistically significant correlational relationship between creative cognitive processes and creative problem-solving and each of as well as the ideas manipulation, flow, analogical thinking, idea generation, incubation, and mental imagery, with a significant positive contribution rate of (0.793), (0.809), (0.812), (0.817), (0.820), (0.821), respectively in predicting the creative problem-solving، There is also a statistically significant correlation between the creative cognitive processes and the creative self-efficacy of the ideas manipulation, analogical thinking, incubation, flow, idea generation, contributes to a significant positive contribution rate of (0.720), (0.740), (0.749). ), (0.753), (0.757), respectively, in predicting creative self-efficacy and There are direct and total constructive causal effects for the relationships between creative melboip -glovets and creative self-efficacy as dependent variables, and creative cognitive processes as an independent variable.…”

Percepción de los alumnos sobre el uso de Padlet en la licenciatura de Geografía considerando el algoritmo deep learning

“…En la actualidad, los educadores están aprovechando los avances tecnológicos para innovar en sus cursos, sea en modalidades presenciales o a distancia (Camps-Ortueta et al, 2023;Colaco y Antao, 2023;Kadioglu-Akbulut et al, 2023;Kosmas y Zaphiris, 2023). Uno de esos recursos son los muros virtuales, los cuales representan una alternativa tecnológica que puede implementarse en cualquier modalidad educativa (Khamcharoen et al, 2022).…”