Exploratory Examination of Relationships between Learning Styles and Creative Thinking in Math Students

Tsai, Kuan Chen; Shirley, Matthew Edward

doi:10.6007/ijarbss/v3-i8/175

Cited by 4 publications

(5 citation statements)

References 40 publications

(42 reference statements)

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“…While not many studies were able to show with certainty the relationship between learning styles and creative thinking skills, there were some few that found some correlation (Eishani, Saa'd, & Nami, 2014;Tsai & Shirley, 2013;Nirantranon & Nirantranon (n. d.). Eishani, Saa'd, & Nami (2014) revealed in their study that a linear type of correlation existed between learning styles and creativity.…”

Section: Learning Styles and Creative Thinking Skills Correlationmentioning

confidence: 99%

“…Creative thinking is essential in encouraging students to be more open to trying different perceptions, concepts, and points of entry. Tsai & Shirley (2013) assert that this, therefore, allows for students to apply different methods in solving problems. Various studies show that everyone possesses a sense of creative thinking and that this form of thinking can actually be taught as well as developed.…”

Section: Relevant Theoretical Insightmentioning

confidence: 99%

“…In recent times, Tsai & Shirley (2013) conducted a study whose purpose was to determine the relationship between leaning styles and creativity in math students. Remote Associates Test (RAT) was used to measure creativity.…”

Section: Relationship Between Learning Styles and Creative Thinking Skillsmentioning

confidence: 99%

“…In this case, learning styles are thus positively associated with creativity. The study by Tsai & Shirley (2013) indicated that individuals who were divergers were more likely to record a higher sense of creativity as well have much higher sense of critical thinking. On the other hand, accommodators had the opposite reaction.…”

Section: Learning Styles and Creative Thinking Skills Correlationmentioning

confidence: 99%

See 3 more Smart Citations

A Systematic Review: The Relationship between Learning Styles and Creative Thinking Skills

Alkathiri¹,

Alshreef²,

Al-Ajmi³

et al. 2018

ELLS

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Creative thinking skills have become necessary and desirable competency for any professional. Learning styles are a reflection of the habitual behavior determining distinct preferences in a given learning situation. Evidence has suggested that there is a kind of relationship between these two variables. However, existing research on this has been rather minimal. It is worth noting that systematic review is used in this study for the exploration and determination of the relationship between learning styles and creative thinking skills. Five electronic databases were applied with a focus on studies that focused on the relationship between learning styles and creative thinking skills. Seven studies were finally included. Four key themes explain the results: Evolution of Creative Thinking in Academic Progress, Main Learning Styles, Learning Styles and Student Achievement, and Learning Styles and Creative Thinking Skills Correlation. The conclusion reached was comparative studies were able to illuminate on the existing relationship between learning styles and creative thinking skills. Nonetheless, more research needs to be carried out to determine the extent of this relationship or rather to enhance its significance.

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Section: Learning Styles and Creative Thinking Skills Correlationmentioning

confidence: 99%

Section: Relevant Theoretical Insightmentioning

confidence: 99%

Section: Relationship Between Learning Styles and Creative Thinking Skillsmentioning

confidence: 99%

Section: Learning Styles and Creative Thinking Skills Correlationmentioning

confidence: 99%

See 2 more Smart Citations

A Systematic Review: The Relationship between Learning Styles and Creative Thinking Skills

Alkathiri¹,

Alshreef²,

Al-Ajmi³

et al. 2018

ELLS

View full text Add to dashboard Cite

show abstract

“…have been shown to impact creativity and the ideation process (Baer, 1997;Baer & Kaufman, 2008;Lubart, 1999;Pearsall, Ellis, & Evans, 2008;Shalley, Zhou, & Oldham, 2004;Wolfradt & Pretz, 2001). Furthermore, there is a relationship between learner preference and creativity (Atkinson, 2004;Eishani, Saa'd, & Nami, 2014;Friedel & Rudd, 2006;Kassim, 2013;Ogot & Okudan, 2007;Tsai & Shirley, 2013). The purpose of this study is to explore how user characteristics (i.e.…”

Section: Factors Affecting the Design Processmentioning

confidence: 99%

The effect of augmented reality and virtual reality interfaces on epistemic actions and the creative process

Chandrasekera¹

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The aim of the study is to investigate how VR and AR interfaces affect the creative design process in design education. Theories from cognitive psychology, information sciences, and design cognition are provide an explanatory mechanism to indicate that epistemic action reduces cognitive load, thereby reducing fixation in the design process and enhancing the creative design process. Thirty undergraduate design students were randomly divided into two groups that used AR or VR to complete a simple project that required students to design the interior of an office. Mixed qualitative and quantitative methods were used. A linkography protocol was used to understand the effect of different interfaces on the creative design process and a questionnaire was administered to examine the effect of user characteristics on the creative design process. Results of the study indicated that AR interfaces tend to encourage more epistemic actions during the design process than the VR interfaces. Epistemic actions were found to reduce the cognitive load thereby reducing fixation in the creative design process. From calculating entropy of the design process, AR appeared to provide a more conducive environment for creativity than VR. The second part of the study focuses on how individual characteristics of the students moderate the effect of technology traits in enhancing the creative design process. Learner preferences were analyzed through learning styles and technology acceptance was measured to understand how different learning styles affect technology acceptance of the two media types of AR and VR. The theoretical background suggests that perceived ease of use correlates with creativity. Hence, learner preferences were hypothesized to affect the use of different types of media in the creative design process. The results did not indicate that learner preferences affected the creative design process but did support the conclusion that certain user preferences lead to higher acceptance levels for technology.

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The implementation of the Treffinger model in mathematics learning

Zulkarnaen¹,

Kusumawati²,

Mawaddah³

2021

The 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathema

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Exploratory Examination of Relationships between Learning Styles and Creative Thinking in Math Students

Cited by 4 publications

References 40 publications

A Systematic Review: The Relationship between Learning Styles and Creative Thinking Skills

A Systematic Review: The Relationship between Learning Styles and Creative Thinking Skills

The effect of augmented reality and virtual reality interfaces on epistemic actions and the creative process

The implementation of the Treffinger model in mathematics learning

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