Pub Date : 2024-09-25DOI: 10.1016/j.tsc.2024.101652
Ali Bicer , Tugce Aldemir , Geoff Krall , Fay Quiroz , Scott Chamberlin , Jana L. Nelson , Yujin Lee , Hyunkyung Kwon
This paper aims to investigate whether US standardized tests provide opportunities for students to demonstrate their creative thinking abilities through the inclusion of creativity-directed problems in their mathematics assessments. Our results indicated that two commonly used standardized national tests (i.e., PARCC and SBAC) do offer students some opportunities to exhibit their creative thinking skills by incorporating creativity-directed problems (e.g., multiple solution tasks) in their assessments. However, not all creativity-directed tasks are present at every grade level. The findings of this paper are significant not only because they reveal the potential of these tests to include creativity-directed tasks but also because they underscore the importance of assessment materials in fostering students’ creative thinking skills in mathematics, as assessments significantly influence teachers’ instructional practices and curriculum materials.
{"title":"Exploring creativity in mathematics assessment: An analysis of standardized tests","authors":"Ali Bicer , Tugce Aldemir , Geoff Krall , Fay Quiroz , Scott Chamberlin , Jana L. Nelson , Yujin Lee , Hyunkyung Kwon","doi":"10.1016/j.tsc.2024.101652","DOIUrl":"10.1016/j.tsc.2024.101652","url":null,"abstract":"<div><div>This paper aims to investigate whether US standardized tests provide opportunities for students to demonstrate their creative thinking abilities through the inclusion of creativity-directed problems in their mathematics assessments. Our results indicated that two commonly used standardized national tests (i.e., PARCC and SBAC) do offer students some opportunities to exhibit their creative thinking skills by incorporating creativity-directed problems (e.g., multiple solution tasks) in their assessments. However, not all creativity-directed tasks are present at every grade level. The findings of this paper are significant not only because they reveal the potential of these tests to include creativity-directed tasks but also because they underscore the importance of assessment materials in fostering students’ creative thinking skills in mathematics, as assessments significantly influence teachers’ instructional practices and curriculum materials.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101652"},"PeriodicalIF":3.7,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-24DOI: 10.1016/j.tsc.2024.101646
Cong Doanh Duong , Huy Nhuong Bui , Tuan Vu Chu , Thanh Van Pham , Ngoc Diep Do
This study, anchored in the Stimulus-Organism-Response theory, aims to explore how ICT skills-related stimuli (information skills, operational skills, and creative skills) stimulate cognitive organisms (entrepreneurial self-perceived creativity), which, in turn, increases behavioral responses (attitude towards digital entrepreneurship and digital entrepreneurial intention) as well as investigate the detrimental effects of technology anxiety. Employing a cross-sectional design, the study leverages data from a sample of 604 higher education students across six universities in Vietnam. Hypotheses are assessed using partial least squares structural equation modeling (PLS-SEM). The results reveal positive influences of operational, informational, and creative skills on entrepreneurial self-perceived creativity, which significantly affected attitudes toward digital entrepreneurship and entrepreneurial intention. While technology anxiety negatively impacts entrepreneurial self-perceived creativity and attitudes toward digital entrepreneurship, its significant influence on digital entrepreneurial intention is not observed. The study also unveils the mediating role of entrepreneurial self-perceived creativity in the relationship between ICT skills, technology anxiety, and attitudes toward digital entrepreneurship and digital entrepreneurial intention. The research contributes to the theoretical understanding of digital entrepreneurial ventures, shedding light on the intricate dynamics among ICT skills, entrepreneurial self-perceived creativity, technology anxiety, and entrepreneurial responses. It also explores the applicability of the SOR model in emerging economies, providing valuable insights into the digital entrepreneurial landscape.
本研究以 "刺激-有机体-反应 "理论为基础，旨在探讨与信息和通信技术技能相关的刺激（信息技能、操作技能和创意技能）如何激发认知有机体（创业者的自我认知创造力），进而提高行为反应（对数字创业的态度和数字创业意向），并调查技术焦虑的不利影响。本研究采用横截面设计，利用越南六所大学 604 名大学生的样本数据。使用偏最小二乘结构方程模型（PLS-SEM）对假设进行了评估。结果表明，操作技能、信息技能和创造技能对创业者的自我认知创造力有积极影响，并显著影响对数字创业的态度和创业意向。技术焦虑对创业者的自我认知创造力和数字化创业态度有负面影响，但对数字化创业意向却没有明显影响。研究还揭示了创业者自我感知创造力在信息和通信技术技能、技术焦虑与数字创业态度和数字创业意向之间关系中的中介作用。这项研究有助于从理论上理解数字创业企业，揭示了 ICT 技能、创业者自我认知创造力、技术焦虑和创业反应之间错综复杂的动态关系。研究还探讨了 SOR 模型在新兴经济体中的适用性，为数字创业领域提供了宝贵的见解。
{"title":"ICT skills, entrepreneurial self-perceived creativity, and digital entrepreneurship: Insights from the stimulus-organism-response model","authors":"Cong Doanh Duong , Huy Nhuong Bui , Tuan Vu Chu , Thanh Van Pham , Ngoc Diep Do","doi":"10.1016/j.tsc.2024.101646","DOIUrl":"10.1016/j.tsc.2024.101646","url":null,"abstract":"<div><div>This study, anchored in the Stimulus-Organism-Response theory, aims to explore how ICT skills-related stimuli (information skills, operational skills, and creative skills) stimulate cognitive organisms (entrepreneurial self-perceived creativity), which, in turn, increases behavioral responses (attitude towards digital entrepreneurship and digital entrepreneurial intention) as well as investigate the detrimental effects of technology anxiety. Employing a cross-sectional design, the study leverages data from a sample of 604 higher education students across six universities in Vietnam. Hypotheses are assessed using partial least squares structural equation modeling (PLS-SEM). The results reveal positive influences of operational, informational, and creative skills on entrepreneurial self-perceived creativity, which significantly affected attitudes toward digital entrepreneurship and entrepreneurial intention. While technology anxiety negatively impacts entrepreneurial self-perceived creativity and attitudes toward digital entrepreneurship, its significant influence on digital entrepreneurial intention is not observed. The study also unveils the mediating role of entrepreneurial self-perceived creativity in the relationship between ICT skills, technology anxiety, and attitudes toward digital entrepreneurship and digital entrepreneurial intention. The research contributes to the theoretical understanding of digital entrepreneurial ventures, shedding light on the intricate dynamics among ICT skills, entrepreneurial self-perceived creativity, technology anxiety, and entrepreneurial responses. It also explores the applicability of the SOR model in emerging economies, providing valuable insights into the digital entrepreneurial landscape.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101646"},"PeriodicalIF":3.7,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142357359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-24DOI: 10.1016/j.tsc.2024.101653
Linlin Hu , Hao Wang
The rapid development of artificial intelligence technology has led to the proliferation of computational thinking (CT) education. However, research on unplugged activities’ influence in elementary math classrooms is limited, despite some exploring programming's cognitive benefits. This study presents both qualitative and quantitative analyzes stemming from a ten-week quasi-experimental research endeavor, specifically tailored for third-grade students. The research devised a series of unplugged activities, encompassing mathematical games, hands-on construction of mathematical logic boards, and calculating shopping discounts. The overarching objective was to investigate the impact of these unplugged activities on students’ mathematical creativity and CT. Students participating in a mathematics curriculum based on unplugged activities (N = 47) were compared with students participating in a traditional lecture-based mathematics curriculum (N = 46). The results indicated that unplugged activities exhibited significant advantages in fostering students’ CT and mathematical creativity across three dimensions, namely, problem-posing creativity (t = 5.830, p < 0.01), problem-solving creativity (t = 6.633, p < 0.01), and creative self-efficacy (t = 7.554, p < 0.01). Furthermore, the study revealed a relationship between students’ mathematical creativity as a predictor of CT. The results of the quantitative analysis were supported by the teacher's and students’ interview data, and the students felt excited and interested in the unplugged activities, whereas some students using the lecture-based method reported boredom and lack of interactivity. This research offered valuable insights for mathematics and CT education practice, underscoring unplugged activity as an innovative instructional approach that brings forth new possibilities for traditional mathematics teaching, with potential applications in the K-12 curriculum.
{"title":"Unplugged activities in the elementary school mathematics classroom: The effects on students’ computational thinking and mathematical creativity","authors":"Linlin Hu , Hao Wang","doi":"10.1016/j.tsc.2024.101653","DOIUrl":"10.1016/j.tsc.2024.101653","url":null,"abstract":"<div><div>The rapid development of artificial intelligence technology has led to the proliferation of computational thinking (CT) education. However, research on unplugged activities’ influence in elementary math classrooms is limited, despite some exploring programming's cognitive benefits. This study presents both qualitative and quantitative analyzes stemming from a ten-week quasi-experimental research endeavor, specifically tailored for third-grade students. The research devised a series of unplugged activities, encompassing mathematical games, hands-on construction of mathematical logic boards, and calculating shopping discounts. The overarching objective was to investigate the impact of these unplugged activities on students’ mathematical creativity and CT. Students participating in a mathematics curriculum based on unplugged activities (<em>N</em> = 47) were compared with students participating in a traditional lecture-based mathematics curriculum (<em>N</em> = 46). The results indicated that unplugged activities exhibited significant advantages in fostering students’ CT and mathematical creativity across three dimensions, namely, problem-posing creativity (<em>t</em> = 5.830, <em>p</em> < 0.01), problem-solving creativity (<em>t</em> = 6.633, <em>p</em> < 0.01), and creative self-efficacy (<em>t</em> = 7.554, <em>p</em> < 0.01). Furthermore, the study revealed a relationship between students’ mathematical creativity as a predictor of CT. The results of the quantitative analysis were supported by the teacher's and students’ interview data, and the students felt excited and interested in the unplugged activities, whereas some students using the lecture-based method reported boredom and lack of interactivity. This research offered valuable insights for mathematics and CT education practice, underscoring unplugged activity as an innovative instructional approach that brings forth new possibilities for traditional mathematics teaching, with potential applications in the K-12 curriculum.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101653"},"PeriodicalIF":3.7,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142357446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-24DOI: 10.1016/j.tsc.2024.101654
Ismail Sarikaya
The relationship between creativity and writing success is a matter of curiosity for many researchers, educators, and people in general. Many would likely expect that creative individuals would have higher writing success. This study aimed to determine the mediating roles of writing self-efficacy, writing motivation, and writing disposition in the relationship between creativity and writing success of primary school students. A relational research model was used in the study conducted with 300 primary school students. Correlational analysis and mediating variable analysis were performed with the data obtained with five data collection tools. The analysis results showed significant relationships between the variables: Creativity, writing self-efficacy, writing motivation, and writing disposition were found to significantly predict writing success. In addition, the findings revealed that writing self-efficacy, motivation, and disposition each have a parallel mediating role between creativity and writing success. The study's results are discussed in connection to the pertinent research literature, and recommendations are made.
{"title":"Are students with high creativity skills successful writers? A parallel mediation model","authors":"Ismail Sarikaya","doi":"10.1016/j.tsc.2024.101654","DOIUrl":"10.1016/j.tsc.2024.101654","url":null,"abstract":"<div><div>The relationship between creativity and writing success is a matter of curiosity for many researchers, educators, and people in general. Many would likely expect that creative individuals would have higher writing success. This study aimed to determine the mediating roles of writing self-efficacy, writing motivation, and writing disposition in the relationship between creativity and writing success of primary school students. A relational research model was used in the study conducted with 300 primary school students. Correlational analysis and mediating variable analysis were performed with the data obtained with five data collection tools. The analysis results showed significant relationships between the variables: Creativity, writing self-efficacy, writing motivation, and writing disposition were found to significantly predict writing success. In addition, the findings revealed that writing self-efficacy, motivation, and disposition each have a parallel mediating role between creativity and writing success. The study's results are discussed in connection to the pertinent research literature, and recommendations are made.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101654"},"PeriodicalIF":3.7,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-20DOI: 10.1016/j.tsc.2024.101650
I-Chia Tsai , Fu-Song Hsu
Research in education has employed creative problem-solving (CPS) methodologies to enhance students’ learning efficacy. However, the majority of studies have focused on the effect of CPS on individual creativity. Few studies have examined the effects of CPS on teamwork and creativity. This study adopted CPS in a product design course, incorporating teamwork facilitated by an asynchronous online discussion platform. This platform fostered student engagement and iteration in knowledge construction through collaborative discussion. Additionally, experiments were conducted to evaluate the effectiveness of the proposed method. The study recruited 61 university students divided into two groups. One group underwent CPS-based instruction, which involved knowledge construction, utilization of the asynchronous online discussion platform, and CPS guidance. The second group received conventional instruction, where students were tasked with solving problems set by lecturers. The 14-week experiment revealed that CPS effectively enhanced students’ creativity, fostering increased discussion and reflection. Moreover, CPS encouraged students to engage in deeper thinking processes through teamwork, resulting in the development of more optimal product designs.
{"title":"Effect of education based on creative problem-solving and asynchronous online discussions on student creativity in a product design course","authors":"I-Chia Tsai , Fu-Song Hsu","doi":"10.1016/j.tsc.2024.101650","DOIUrl":"10.1016/j.tsc.2024.101650","url":null,"abstract":"<div><div>Research in education has employed creative problem-solving (CPS) methodologies to enhance students’ learning efficacy. However, the majority of studies have focused on the effect of CPS on individual creativity. Few studies have examined the effects of CPS on teamwork and creativity. This study adopted CPS in a product design course, incorporating teamwork facilitated by an asynchronous online discussion platform. This platform fostered student engagement and iteration in knowledge construction through collaborative discussion. Additionally, experiments were conducted to evaluate the effectiveness of the proposed method. The study recruited 61 university students divided into two groups. One group underwent CPS-based instruction, which involved knowledge construction, utilization of the asynchronous online discussion platform, and CPS guidance. The second group received conventional instruction, where students were tasked with solving problems set by lecturers. The 14-week experiment revealed that CPS effectively enhanced students’ creativity, fostering increased discussion and reflection. Moreover, CPS encouraged students to engage in deeper thinking processes through teamwork, resulting in the development of more optimal product designs.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101650"},"PeriodicalIF":3.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Measurement of real-life creativity across various countries serves as the foundation for the cultural psychology of creativity. Although studies have suggested differences in creativity between Western and East Asian countries, the underlying factors remain insufficiently understood. This study focused on Japan, an East Asian country, that was perceived to have high creativity yet exhibited negative self-perceptions of creativity. We translated the Inventory of Creative Activities and Achievements (ICAA), a comprehensive measure of real-life creativity from activities and achievements. Data were collected from various participants, who included creative activity experts and non-experts and spanned from university students to general adults (pro-c: n = 489 and little-c: n = 1485). Validity and reliability of the Japanese version of the ICAA was confirmed. However, the Japanese version revealed that Japanese individuals' mean score of creative activities and achievements, even among professionals, was only approximately half of that reported among Western or Chinese university students. Reasons for lower creativity and achievements among the Japanese population have been discussed.
{"title":"Development of the Japanese version of the inventory of creative activities and achievements","authors":"Chiaki Ishiguro , Kazuki Matsumoto , Takumitsu Agata , Takeshi Okada","doi":"10.1016/j.tsc.2024.101648","DOIUrl":"10.1016/j.tsc.2024.101648","url":null,"abstract":"<div><div>Measurement of real-life creativity across various countries serves as the foundation for the cultural psychology of creativity. Although studies have suggested differences in creativity between Western and East Asian countries, the underlying factors remain insufficiently understood. This study focused on Japan, an East Asian country, that was perceived to have high creativity yet exhibited negative self-perceptions of creativity. We translated the Inventory of Creative Activities and Achievements (ICAA), a comprehensive measure of real-life creativity from activities and achievements. Data were collected from various participants, who included creative activity experts and non-experts and spanned from university students to general adults (pro-c: n = 489 and little-c: n = 1485). Validity and reliability of the Japanese version of the ICAA was confirmed. However, the Japanese version revealed that Japanese individuals' mean score of creative activities and achievements, even among professionals, was only approximately half of that reported among Western or Chinese university students. Reasons for lower creativity and achievements among the Japanese population have been discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101648"},"PeriodicalIF":3.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142357361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-18DOI: 10.1016/j.tsc.2024.101651
Gizem Yazici , Fehmi Dogan
This study investigates the role of metacognitive interventions in the design studio and the relationship between metacognitive awareness and design learning through quasi-experimental research. The study was conducted at an undergraduate design studio course with the participation of 80 fourth-year students divided into experimental and control groups. In the study, minimal metacognitive interventions prompting students to reflect on their design project and design process were administered in the experimental group during an academic term embedded in the design course. The Metacognitive Awareness Inventory (MAI) was applied to both the experimental group and the control group as a pre-test and post-test to determine the impact of minimal interventions on metacognitive awareness. In addition, the relationship between metacognitive awareness and design course grade and the type and level of this relationship were analysed. According to the findings, metacognitive interventions significantly enhanced metacognitive awareness levels of students with lower metacognitive awareness. However, interventions did not result in a statistically significant difference in the design course grade. Furthermore, a moderate positive correlation was found between design course grades and pre-MAI scores, i.e., pre-MAI scores explained about 20 % of the variance in the design course grades. In conclusion, minimal interventions are beneficial at least to students with lower levels of metacognitive awareness and potentially more substantial interventions would be even more helpful to these students and other students with a higher level of metacognitive awareness.
{"title":"Fostering metacognition in the design studio: The effect of minimal interventions on architectural students’ metacognitive awareness","authors":"Gizem Yazici , Fehmi Dogan","doi":"10.1016/j.tsc.2024.101651","DOIUrl":"10.1016/j.tsc.2024.101651","url":null,"abstract":"<div><div>This study investigates the role of metacognitive interventions in the design studio and the relationship between metacognitive awareness and design learning through quasi-experimental research. The study was conducted at an undergraduate design studio course with the participation of 80 fourth-year students divided into experimental and control groups. In the study, minimal metacognitive interventions prompting students to reflect on their design project and design process were administered in the experimental group during an academic term embedded in the design course. The Metacognitive Awareness Inventory (MAI) was applied to both the experimental group and the control group as a pre-test and post-test to determine the impact of minimal interventions on metacognitive awareness. In addition, the relationship between metacognitive awareness and design course grade and the type and level of this relationship were analysed. According to the findings, metacognitive interventions significantly enhanced metacognitive awareness levels of students with lower metacognitive awareness. However, interventions did not result in a statistically significant difference in the design course grade. Furthermore, a moderate positive correlation was found between design course grades and pre-MAI scores, i.e., pre-MAI scores explained about 20 % of the variance in the design course grades. In conclusion, minimal interventions are beneficial at least to students with lower levels of metacognitive awareness and potentially more substantial interventions would be even more helpful to these students and other students with a higher level of metacognitive awareness.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101651"},"PeriodicalIF":3.7,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142320352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-16DOI: 10.1016/j.tsc.2024.101643
Yue Li , Xiuling He , Peng Wang , Jing Fang , Yingting Li , Yangyang Li
The development of higher-order thinking skills (HOTS) in learners is one of the educational objectives of the 21st century. Detecting learners’ higher and lower cognitive states based on electroencephalogram (EEG) signals is crucial for promoting the development of HOTS. In this study, we investigated the feasibility of using an EEG-based deep learning (DL) model to classify higher and lower cognitive states and employed eXplainable Artificial Intelligence (XAI) techniques to examine the neural mechanisms associated with the cognitive states. To trigger learners’ cognitive states, both high-level and low-level learning activities were developed based on a revised Bloom's taxonomy and the Interactive-Constructive-Active-Passive (ICAP) framework and used with 22 subjects whose EEG signal was recorded and detected with the Convolutional Neural Network-Long Short-Term Memory (CNN-LSTM) model. The CNN-LSTM model yielded a remarkable recognition accuracy of around 99 %. Finally, we proposed LIME-Brain Area (LIME-BA), an improvement of Local Interpretable Model-agnostic Explanation (LIME), to identify the distinctive attributes of brain area activities for different levels of cognitive states. According to the XAI interpretable analysis, we found that the frontal and temporal areas were activated in a higher cognitive state, and the occipital and parietal regions were activated in a lower cognitive state. This study provides further evidence for educators to design cognitive-guided instructional activities to enhance learners’ development of HOTS.
{"title":"Automatic detection and interpretable analysis of learners’ cognitive states based on electroencephalogram signals","authors":"Yue Li , Xiuling He , Peng Wang , Jing Fang , Yingting Li , Yangyang Li","doi":"10.1016/j.tsc.2024.101643","DOIUrl":"10.1016/j.tsc.2024.101643","url":null,"abstract":"<div><div>The development of higher-order thinking skills (HOTS) in learners is one of the educational objectives of the 21st century. Detecting learners’ higher and lower cognitive states based on electroencephalogram (EEG) signals is crucial for promoting the development of HOTS. In this study, we investigated the feasibility of using an EEG-based deep learning (DL) model to classify higher and lower cognitive states and employed eXplainable Artificial Intelligence (XAI) techniques to examine the neural mechanisms associated with the cognitive states. To trigger learners’ cognitive states, both high-level and low-level learning activities were developed based on a revised Bloom's taxonomy and the Interactive-Constructive-Active-Passive (ICAP) framework and used with 22 subjects whose EEG signal was recorded and detected with the Convolutional Neural Network-Long Short-Term Memory (CNN-LSTM) model. The CNN-LSTM model yielded a remarkable recognition accuracy of around 99 %. Finally, we proposed LIME-Brain Area (LIME-BA), an improvement of Local Interpretable Model-agnostic Explanation (LIME), to identify the distinctive attributes of brain area activities for different levels of cognitive states. According to the XAI interpretable analysis, we found that the frontal and temporal areas were activated in a higher cognitive state, and the occipital and parietal regions were activated in a lower cognitive state. This study provides further evidence for educators to design cognitive-guided instructional activities to enhance learners’ development of HOTS.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101643"},"PeriodicalIF":3.7,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142320353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-16DOI: 10.1016/j.tsc.2024.101649
Huan Lin , Xiaoliang Jiang , Xiaolei Deng , Ze Bian , Cong Fang , Yuan Zhu
In the early stages of product design, generating creative ideas is crucial for designers as it lays the groundwork for innovative products. This study explores how different idea generation methods, including modern artificial intelligence-generated content (AIGC) and traditional approaches, affect designers' creativity. Using a mixed-methods approach, we conducted a detailed experiment with 38 s-year university students majoring in product design, comparing four methods: traditional brainstorming (with and without images) and AIGC (using DCGANs and PGGANs). Our findings indicate that while AIGC offers benefits, it does not consistently surpass traditional techniques in fostering creativity. The quality of AIGC-generated images significantly impacts creativity, with higher-quality images proving more inspirational. Additionally, gender differences were observed: male designers preferred traditional methods, while female designers favored AIGC for creative enhancement. Male designers generated more creative ideas when working with low-quality images, whereas female designers were more productive with high-quality stimuli. This study suggests that to optimize creativity in product design, it is essential to balance the benefits of both AIGC and traditional methods, choosing the approach that best fits the project's unique needs rather than focusing solely on the latest or most advanced methods. Moreover, maintaining a good balance between AIGC and traditional idea generation methods throughout the process should be considered.
{"title":"Comparing AIGC and traditional idea generation methods: Evaluating their impact on creativity in the product design ideation phase","authors":"Huan Lin , Xiaoliang Jiang , Xiaolei Deng , Ze Bian , Cong Fang , Yuan Zhu","doi":"10.1016/j.tsc.2024.101649","DOIUrl":"10.1016/j.tsc.2024.101649","url":null,"abstract":"<div><p>In the early stages of product design, generating creative ideas is crucial for designers as it lays the groundwork for innovative products. This study explores how different idea generation methods, including modern artificial intelligence-generated content (AIGC) and traditional approaches, affect designers' creativity. Using a mixed-methods approach, we conducted a detailed experiment with 38 s-year university students majoring in product design, comparing four methods: traditional brainstorming (with and without images) and AIGC (using DCGANs and PGGANs). Our findings indicate that while AIGC offers benefits, it does not consistently surpass traditional techniques in fostering creativity. The quality of AIGC-generated images significantly impacts creativity, with higher-quality images proving more inspirational. Additionally, gender differences were observed: male designers preferred traditional methods, while female designers favored AIGC for creative enhancement. Male designers generated more creative ideas when working with low-quality images, whereas female designers were more productive with high-quality stimuli. This study suggests that to optimize creativity in product design, it is essential to balance the benefits of both AIGC and traditional methods, choosing the approach that best fits the project's unique needs rather than focusing solely on the latest or most advanced methods. Moreover, maintaining a good balance between AIGC and traditional idea generation methods throughout the process should be considered.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101649"},"PeriodicalIF":3.7,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-13DOI: 10.1016/j.tsc.2024.101642
Ziqi Mao , Xiaoran Li , Yanyan Li
Collaborative problem-solving (CPS) has become essential in today's society because it provides opportunities for deep learning and critical thinking. During CPS, students tend to spontaneously adopt different roles that facilitate the interactive process. Previous studies have focused on the influence of emergent roles on learning outcomes and CPS skills, but have rarely used procedural approaches to analyze the diversity of and changes in emergent roles during CPS. The availability of naturally occurring educational discourse data provides the opportunity to identify emergent roles at a fine-grained level. Therefore, this study identified emergent roles based on fine-grained coding and used hierarchical regression and epistemic network analysis to explore the influence of emergent roles on learning outcomes through CPS activities and their co-occurrence with CPS skills. The identification of emergent roles was based on observations of 54 undergraduates and postgraduates. The results showed that the participants played different, flexible roles during the CPS process. Roles focused on content and performance appeared more frequently, while those related to social emotion and evaluation were relatively less frequent. Furthermore, knowledge seeker and distractor significantly impeded the success of CPS activities, and harmonizer was conducive to high-quality learning outcomes. In addition, information giver always co-occurred with the skills of maintaining team function. Content- and performance-focused roles usually appeared together with negotiation and coordination. These findings highlight the importance of emergent roles during the CPS process, and provide some practical suggestions for improving learning outcomes and CPS skills.
{"title":"Identifying emergent roles and their relationship with learning outcomes and collaborative problem-solving skills","authors":"Ziqi Mao , Xiaoran Li , Yanyan Li","doi":"10.1016/j.tsc.2024.101642","DOIUrl":"10.1016/j.tsc.2024.101642","url":null,"abstract":"<div><p>Collaborative problem-solving (CPS) has become essential in today's society because it provides opportunities for deep learning and critical thinking. During CPS, students tend to spontaneously adopt different roles that facilitate the interactive process. Previous studies have focused on the influence of emergent roles on learning outcomes and CPS skills, but have rarely used procedural approaches to analyze the diversity of and changes in emergent roles during CPS. The availability of naturally occurring educational discourse data provides the opportunity to identify emergent roles at a fine-grained level. Therefore, this study identified emergent roles based on fine-grained coding and used hierarchical regression and epistemic network analysis to explore the influence of emergent roles on learning outcomes through CPS activities and their co-occurrence with CPS skills. The identification of emergent roles was based on observations of 54 undergraduates and postgraduates. The results showed that the participants played different, flexible roles during the CPS process. Roles focused on content and performance appeared more frequently, while those related to social emotion and evaluation were relatively less frequent. Furthermore, knowledge seeker and distractor significantly impeded the success of CPS activities, and harmonizer was conducive to high-quality learning outcomes. In addition, information giver always co-occurred with the skills of maintaining team function. Content- and performance-focused roles usually appeared together with negotiation and coordination. These findings highlight the importance of emergent roles during the CPS process, and provide some practical suggestions for improving learning outcomes and CPS skills.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101642"},"PeriodicalIF":3.7,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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