The impact of creative learning environments on learners: A systematic literature review

Jindal‐Snape, Divya; Davies, Dan; Collier, Christopher; Howe, Alan; Digby, Rebecca; Hay, Penny

doi:10.1177/1365480213478461

Cited by 45 publications

(24 citation statements)

References 22 publications

(40 reference statements)

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“…Existing Literature Reviews. Our sample revealed also several literature reviews on the topic of creative spaces (Beghetto and Kaufman, 2014;Jindal-Snape et al, 2013;McCoy, 2005;Meinel et al, 2017). However, none of these appeared to be as comprehensive as our attempt.…”

Section: Theoretical Contributionsmentioning

confidence: 77%

Creative Space: A Systematic Review of the Literature

Thoring

Desmet

Badke-Schaub

2019

Proc. Int. Conf. Eng. Des.

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This paper provides an overview of the state-of-the-art research about creative work and learning environments. We conducted a systematic literature search within the Scopus database and identified a total of 70 relevant sources discussing creative spaces within academic, practice, or other innovation environments. Among the included sources are 48 academic publications and 22 sources from company research and illustrative coffee-table books that are discussed separately. We analyse the academic sources regarding their theoretical contribution, as well as regarding their scope. Finally, the included sources are categorized according to three areas of interest: (1) the addressed space types for different creative activities, (2) abstracted requirements for creative spaces, and (3) concrete characteristics and configurations of a creative space. The results provide an in-depth insight into the current state of research on the topic of creative spaces. Practitioners, educators, and researchers can use the presented overview to investigate the possible impact of creative workspace design and to identify research gaps for conducting further research in the field.

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Section: Theoretical Contributionsmentioning

confidence: 77%

Creative Space: A Systematic Review of the Literature

Thoring

Desmet

Badke-Schaub

2019

Proc. Int. Conf. Eng. Des.

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“…This is probably due to management policies to develop in students the creative personality by ongoing personality development activity and the continual promotion of virtue, ethics and citizenship in the education system by: a) creating a learning process for the students to cultivate moral values and pride in Thailand, a public minded philosophy of sufficient economy; b) integrating a variety of learning activities, for example, academic, life skills, art, music, culture, and religion; c) developing the learning process and providing practical activities to develop citizenship, cultivate discipline, strengthen unity, and adherence to the democratic regime with the King as head; and d) create a network of cooperation between families, religious, educational institutions, in cultivating and developing ethics for students at all levels and in types of education (Snape et al, 2014). The university' administrators must be a role model of having good personality, create a faithfulness and trustworthiness in administering the institution which can lead students to follow or imitate the behavior and want to develop their own personality appropriately with the context.…”

Section: Resultsmentioning

confidence: 99%

Causal Model of Variables Affecting the Creativity of Undergraduate Students

Boonchan¹,

Pupat²,

Seesan³

2017

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This research aims to select variables affecting the creativity of undergraduate students and to develop a causal model from the results. A total of 760 students participated in this study. The instruments used were the Torrance Tests of visual and written language and a questionnaire about the variables that influence creativity. Also a confirmatory factor analysis (CFA), mean and standard deviations, and a path analysis with the LISREL version 8.8 and SPSS program were used. The results show that administration, teaching, instructional climate, motivation, and personality are the variables that affect the creativity of the undergraduate students. The results from the CFA show an acceptable goodness-of-fit. The means of creativity and variables affecting creativity of the undergraduate students were at a medium and high level (between 2.98 to 3.05 and between 3.94 to 4.13), respectively. The goodnessof-fit of the causal model of the variables affecting the creativity of the undergraduate students was developed on the basis of the empirical data as well. The statistical results obtained were χ 2 = 125.28, df = 104, p-value = 0.07622, GFI = 0.98, AGFI = 0.97 and RMSEA = 0.016, all of which are based on specified criteria.

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“…With this need to support student creativity, there is a need to assess how learning environments can help educators achieve this goal [31]. It is worth stressing that experience of engaging in creative activities or creativity training was found to have positive impacts on working effects, learning motivation, confidence, self-concept, resilience, subjective well-being and the positive psychology of learners [32][33][34].…”

Section: The Need To Develop Creativity-as a Key Competence For Sustamentioning

confidence: 99%

Creativity for Sustainability: How Do Polish Teachers Develop Students’ Creativity Competence? Analysis of Research Results

Mróz

Ocetkiewicz

2021

Sustainability

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Called the competence of the 21st century, creativity is one of the key competencies for sustainable development. There is no fixed path to achieve sustainability and it is subject to human creativity. However, integrated development of both is surely an under-researched topic. Creative thinking and creative problem solving should be a necessary and significant component of modern sustainable education. Students must learn to associate creativity with sustainability. Helping them understand sustainability by exposing them to the sustainable development goals (SDGs) and designing new creations that honor the planetary boundaries is crucial. The paper focuses on developing creativity by Polish teachers who work with adolescents. The assumption was that creativity can be developed using certain didactic methods and forms. The objective of the study was to explore and to describe which didactic methods and forms teachers use to shape the competence of creativity in students. The teachers took part in a survey and were asked what methods and forms they use to develop creativity in their students. The sample consisted of 337 teachers from the Małopolska region. The results of the analyses show that teachers use only a few of the methods recommended to facilitate creativity, which may lead to a low level of this competence among the students. They also use the most common didactic forms, which may not support the development of creativity competences. Moreover, the research results show that there are several factors, such as the teacher’s seniority and the location of the school, which determine the choice of individual teaching methods.

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The impact of creative learning environments on learners: A systematic literature review

Cited by 45 publications

References 22 publications

Creative Space: A Systematic Review of the Literature

Creative Space: A Systematic Review of the Literature

Causal Model of Variables Affecting the Creativity of Undergraduate Students

Creativity for Sustainability: How Do Polish Teachers Develop Students’ Creativity Competence? Analysis of Research Results

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