Trends and Foundations of Creativity Research in Education: A Method Based on Text Mining

Mi, Shuaishuai; Bi, Hualin; Lu, Shanshan

doi:10.1080/10400419.2020.1821554

Cited by 5 publications

(2 citation statements)

References 34 publications

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“…It plays a crucial role in enhancing global competitiveness within organizations (Caniëls, de Jong, & Sibbel, 2022) and serves as a fundamental driver of innovation (Valaei, Rezaei, & Ismail, 2017). At the individual level, creativity is considered a crucial skill for personal and professional development (Mi, Bi, & Lu, 2020). Consequently, there has been a growing emphasis on integrating creativity into classroom learning systems, as it is deemed essential for graduates to possess such competencies within the education system (Fan & Cai, 2022).…”

Section: Creativitymentioning

confidence: 99%

Implementation of project-based learning to enhance the creativity of prospective physics teachers in generating learning media viewed from cognitive styles

Harjono,

Gunawan,

Busyairi

et al. 2024

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Cognitive style is related to information processing and individual preferences for engaging in the learning process. Therefore, it is crucial to consider the role of cognitive styles - field dependent (FD) and field independent (FI) - as a foundation for implementing a specific learning model in the classroom. This study aims to examining the significant role of cognitive styles, specifically FD and FI, in the context of implementing Project-based Learning (PjBL) for Prospective Physics Teachers (PPT) in generating learning media. The research employed a quantitative approach utilizing an experimental design known as the one-group pretest-posttest design. The study focused on a sample of 40 PPTs from a university located in Mataram City, Indonesia. The two main instruments used in data collection for this research were the Group Embedded Figures Test (GEFT) and the student creativity observation sheet, where the results of both were analyzed descriptively and statistically. The results of the study indicated that the creativity of PPT improves for all cognitive styles after the intervention of the PjBL model. However, the extent of creativity improvement differs for each cognitive style, FD and FI. The PPTs who possess a cognitive style characterized as FD tend to exhibit a more pronounced enhancement in creativity when compared to those who possess an FI cognitive style. The most fundamental finding of the study is that the PjBL model is more suitable for implementation among PPTs with an FD cognitive style in the context of enhancing creativity in generating learning media.

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Section: Creativitymentioning

confidence: 99%

Implementation of project-based learning to enhance the creativity of prospective physics teachers in generating learning media viewed from cognitive styles

Harjono,

Gunawan,

Busyairi

et al. 2024

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“…The game design process needs a level of creativity rooted in game design and advanced science-based analogies. This process can be achieved using system discovery computation [12]. Therefore, computer games are evolving in line with technological advances.…”

Section: A Technology and Computer Gamesmentioning

confidence: 99%

Creative Game Design Training Requirements

Tap¹,

Zin²,

Sarim³

2021

Int. J. Adv. Sci. Eng. Inf. Technol.

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Current technological advances have replaced traditional games with digital games, which indicate the rapid expansion of digital or video games. Creativity and innovation are essential elements for designing successful games. However, many games produced in the market failed due to a lack of creativity. There is no specific method of training creativity for game courses taught at higher learning institutions. Game designers also have no specific tool to help them create innovative games. Therefore, a systematic approach to train creative game designing skills is needed. This study aimed to model the requirements for creativity training in game design. Specifically, the study's objectives are to identify creativity components for game design, develop a training model and validate it. The method used involved document analysis, interviews with game developers and game development educators, and the model's construction by mapping and validating the model using the expert review technique. Results found that intelligence, thinking style, motivation, personality, experience, game genre, environment, storyline, goals, rules, community, and task distribution are requirements for creative game design. These elements were mapped and categorized as the model components -the designer, knowledge, creativity training in the game design process, method, and technology support. The model validation result using the Inter-Rater Reliability (IRR) coefficient is 0.90 (90 %), indicating excellent reliability as approved by the experts. The creativity training model will be implemented either in software or conventional training modules for designing creative games.

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The role of teachers’ creativity in higher education: A systematic literature review and guidance for future research

Han

Abdrahim

2023

Thinking Skills and Creativity

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Trends and Foundations of Creativity Research in Education: A Method Based on Text Mining

Cited by 5 publications

References 34 publications

Implementation of project-based learning to enhance the creativity of prospective physics teachers in generating learning media viewed from cognitive styles

Implementation of project-based learning to enhance the creativity of prospective physics teachers in generating learning media viewed from cognitive styles

Creative Game Design Training Requirements

The role of teachers’ creativity in higher education: A systematic literature review and guidance for future research

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