Thinking Skills and Creativity最新文献_第5页

‘Now I understand what being creative looks like’: Preservice-teachers’ experiences of a module on creativity in education “现在我明白了创造力是什么样子”：职前教师在教育创造力模块上的经验

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-15 DOI: 10.1016/j.tsc.2025.102113

Irene White, Fiona Gallagher, Peter Tiernan

The need to support teachers in fostering creativity in education has been identified. This paper explores preservice-teachers’ engagement with a module on creativity in post-primary education. The module aimed to foster a creative mindset among preservice-teachers through critical engagement with the theoretical underpinnings of creativity and a range of practical tools and strategies characteristic of creative learning environments. A key objective of the module was to demystify the concept of creativity and highlight the need for every teacher, regardless of their subject specialism, to foster creativity in the post-primary classroom. This paper is based on a study which explored the extent to which a module on creativity influences preservice-teachers’ identity and professional practice and how an interdisciplinary and participatory approach might support their development as creative teachers. The study is interpretive in design and was based on qualitative data gathered from participants’ feedback. Braun and Clarke’s (2006) Thematic Analysis procedures were used in the analysis of the data. Findings suggest that (1) an explicit focus on creativity in education can be instrumental in bridging the gap between educational policy and classroom practice; (2) the increased visibility of creativity in initial-teacher-education can help counter the arts bias and the systemic barriers that can exist in school cultures and (3) an interdisciplinary and collaborative approach can be highly effective in the development of creative self-beliefs.

已确定需要支持教师在教育中培养创造力。本文探讨职前教师在小学后教育中参与创造力模块的情况。该模块旨在通过批判性地参与创造性的理论基础和一系列创造性学习环境的实用工具和策略，培养职前教师的创造性思维。该模块的一个主要目标是揭开创造力概念的神秘面纱，并强调每位教师，无论其学科专业如何，都需要在小学后课堂中培养创造力。本文基于一项研究，该研究探讨了创造力模块在多大程度上影响职前教师的身份和专业实践，以及跨学科和参与式方法如何支持他们发展为创造性教师。该研究在设计上是解释性的，并基于从参与者反馈中收集的定性数据。在数据分析中使用了Braun和Clarke（2006）的主题分析程序。研究结果表明：(1)在教育中明确关注创造力有助于弥合教育政策与课堂实践之间的差距；(2)在初级教师教育中增加创造力的可见性可以帮助对抗艺术偏见和学校文化中可能存在的系统性障碍；(3)跨学科和合作的方法在创造性自我信念的发展中非常有效。

{"title":"‘Now I understand what being creative looks like’: Preservice-teachers’ experiences of a module on creativity in education","authors":"Irene White, Fiona Gallagher, Peter Tiernan","doi":"10.1016/j.tsc.2025.102113","DOIUrl":"10.1016/j.tsc.2025.102113","url":null,"abstract":"<div><div>The need to support teachers in fostering creativity in education has been identified. This paper explores preservice-teachers’ engagement with a module on creativity in post-primary education. The module aimed to foster a creative mindset among preservice-teachers through critical engagement with the theoretical underpinnings of creativity and a range of practical tools and strategies characteristic of creative learning environments. A key objective of the module was to demystify the concept of creativity and highlight the need for every teacher, regardless of their subject specialism, to foster creativity in the post-primary classroom. This paper is based on a study which explored the extent to which a module on creativity influences preservice-teachers’ identity and professional practice and how an interdisciplinary and participatory approach might support their development as creative teachers. The study is interpretive in design and was based on qualitative data gathered from participants’ feedback. Braun and Clarke’s (2006) Thematic Analysis procedures were used in the analysis of the data. Findings suggest that (1) an explicit focus on creativity in education can be instrumental in bridging the gap between educational policy and classroom practice; (2) the increased visibility of creativity in initial-teacher-education can help counter the arts bias and the systemic barriers that can exist in school cultures and (3) an interdisciplinary and collaborative approach can be highly effective in the development of creative self-beliefs.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102113"},"PeriodicalIF":4.5,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797151","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}

引用次数: 0

Fostering creativity and collaboration in STEAM environments: A 3E cognition approach 在STEAM环境中培养创造力和协作：一种3E认知方法

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-13 DOI: 10.1016/j.tsc.2025.102109

Ronnie Videla , Wendy Ross , Simon Penny , Francisco Parada , Eduardo Sandoval-Obando , May Britt Aros , Leonie Kausel , Carola Cerpa , Paulina Veas , Héctor Valenzuela

This paper explores how creativity and collaboration emerge as embodied, enacted, and environmentally scaffolded (3E) cognitive processes within STEAM education. Drawing on two qualitative case studies conducted in Chile: Designing Fog Collectors and Designing a Smart Trash Bin, the research investigates how students’ learning unfolds through sensorimotor engagement, material manipulation, and technologically mediated collaboration. Using non-participant observation and micro-interviews, the study examines how cognition becomes distributed across bodies, artifacts, and environments in both analog and digital ecologies. Findings from the first case reveal that creativity was enacted through embodied interaction with materials, where students “thought with their hands,” transforming scientific ideas into tangible understanding through collective experimentation and environmental feedback. In contrast, the second case shows a technologically mediated embodiment, in which students extended their cognitive processes through digital tools such as 3D modeling, Arduino programming, and artificial intelligence. Across both contexts, cognition and creativity emerged as ecological and participatory phenomena, grounded in co-regulation and shared sense-making. The study advances the 3E cognition framework as a proof of concept for understanding and designing STEAM learning environments that integrate material, social, and technological dimensions. By operationalizing post-cognitivist theory, the 3E approach offers a transferable qualitative model that bridges theory and practice, demonstrating how creativity and collaboration can be cultivated through ecological, distributed, and relational forms of learning in 21st-century education.

本文探讨了创造力和协作如何在STEAM教育中作为具体化、制定和环境支架（3E）认知过程出现。通过在智利进行的两个定性案例研究：设计雾收集器和设计智能垃圾桶，该研究调查了学生如何通过感觉运动参与、材料操作和技术介导的协作来展开学习。通过非参与者观察和微观访谈，该研究考察了认知如何在模拟和数字生态中分布在人体、人工制品和环境中。第一个案例的研究结果表明，创造力是通过与材料的具体互动来实现的，学生们“用手思考”，通过集体实验和环境反馈将科学思想转化为切实的理解。相比之下，第二个案例展示了技术中介的体现，学生通过3D建模、Arduino编程和人工智能等数字工具扩展了他们的认知过程。在这两种情况下，认知和创造力作为生态和参与性现象出现，以共同调节和共享意义为基础。该研究提出了3E认知框架，作为理解和设计整合了物质、社会和技术维度的STEAM学习环境的概念证明。通过实施后认知主义理论，3E方法提供了一个可转移的定性模型，将理论与实践联系起来，展示了如何通过21世纪教育中的生态、分布式和关系式学习形式培养创造力和协作能力。

{"title":"Fostering creativity and collaboration in STEAM environments: A 3E cognition approach","authors":"Ronnie Videla , Wendy Ross , Simon Penny , Francisco Parada , Eduardo Sandoval-Obando , May Britt Aros , Leonie Kausel , Carola Cerpa , Paulina Veas , Héctor Valenzuela","doi":"10.1016/j.tsc.2025.102109","DOIUrl":"10.1016/j.tsc.2025.102109","url":null,"abstract":"<div><div>This paper explores how creativity and collaboration emerge as embodied, enacted, and environmentally scaffolded (3E) cognitive processes within STEAM education. Drawing on two qualitative case studies conducted in Chile: Designing Fog Collectors and Designing a Smart Trash Bin, the research investigates how students’ learning unfolds through sensorimotor engagement, material manipulation, and technologically mediated collaboration. Using non-participant observation and micro-interviews, the study examines how cognition becomes distributed across bodies, artifacts, and environments in both analog and digital ecologies. Findings from the first case reveal that creativity was enacted through embodied interaction with materials, where students “thought with their hands,” transforming scientific ideas into tangible understanding through collective experimentation and environmental feedback. In contrast, the second case shows a technologically mediated embodiment, in which students extended their cognitive processes through digital tools such as 3D modeling, Arduino programming, and artificial intelligence. Across both contexts, cognition and creativity emerged as ecological and participatory phenomena, grounded in co-regulation and shared sense-making. The study advances the 3E cognition framework as a proof of concept for understanding and designing STEAM learning environments that integrate material, social, and technological dimensions. By operationalizing post-cognitivist theory, the 3E approach offers a transferable qualitative model that bridges theory and practice, demonstrating how creativity and collaboration can be cultivated through ecological, distributed, and relational forms of learning in 21st-century education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102109"},"PeriodicalIF":4.5,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797102","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}

引用次数: 0

Contribution to quality education and critical thinking in the context of teacher education: A teaching model through socioscientific scenarios 教师教育背景下对素质教育和批判性思维的贡献：一种基于社会科学情境的教学模式

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-13 DOI: 10.1016/j.tsc.2025.102108

İpek Derman , Sevim Bezen

Critical thinking is a fundamental skill that enables individuals to approach knowledge inquisitively and to develop their problem-solving abilities. For pre-service teachers in particular, acquiring this skill strengthens pedagogical processes and equips them to employ instructional methods that promote students’ critical thinking. This study aims to enhance pre-service teachers’ critical thinking skills and increase their awareness of the concept of quality education by employing socioscientific scenarios addressing Sustainable Development Goal 4-Quality Education. The research was conducted with 57 pre-service teachers using an embedded mixed-method design. During a 14-week instructional process, the participants engaged in dialogue-based discussions on socioscientific scenarios framed within the Sustainable Development Goals. Both quantitative and qualitative data collection instruments were administered at the beginning and end of the intervention. The findings revealed that teaching practices based on socioscientific scenarios focusing on quality education significantly improved pre-service teachers’ critical thinking skills (pre-test M = 37.58, post-test M = 40.02; t =-3.35, p=.001, Cohen’s d = 0.44) and increased their awareness of the concept of quality education. The results emphasize the need for the systematic integration of critical thinking skills into teacher education programs. Accordingly, promoting teaching approaches and instructional models that foster critical thinking can contribute to the development of a sustainable and inclusive education system.

批判性思维是一项基本技能，它使个人能够好奇地接近知识，并发展他们解决问题的能力。特别是对职前教师来说，获得这种技能可以加强教学过程，并使他们能够采用促进学生批判性思维的教学方法。本研究旨在通过运用社会科学情境解决可持续发展目标4-素质教育问题，提高职前教师的批判性思维能力，提高他们对素质教育概念的认识。本研究以57名职前教师为研究对象，采用嵌入式混合方法设计。在为期14周的教学过程中，参与者就可持续发展目标框架内的社会科学情景进行了基于对话的讨论。在干预开始和结束时使用定量和定性数据收集工具。结果表明，以素质教育为重点的社会科学情境教学实践显著提高了职前教师的批判性思维能力（测前M = 37.58，测后M = 40.02; t =-3.35, p=.001, Cohen’s d = 0.44），提高了职前教师对素质教育理念的认识。结果强调需要将批判性思维技能系统地整合到教师教育计划中。因此，促进培养批判性思维的教学方法和教学模式可以促进可持续和包容性教育系统的发展。

{"title":"Contribution to quality education and critical thinking in the context of teacher education: A teaching model through socioscientific scenarios","authors":"İpek Derman , Sevim Bezen","doi":"10.1016/j.tsc.2025.102108","DOIUrl":"10.1016/j.tsc.2025.102108","url":null,"abstract":"<div><div>Critical thinking is a fundamental skill that enables individuals to approach knowledge inquisitively and to develop their problem-solving abilities. For pre-service teachers in particular, acquiring this skill strengthens pedagogical processes and equips them to employ instructional methods that promote students’ critical thinking. This study aims to enhance pre-service teachers’ critical thinking skills and increase their awareness of the concept of quality education by employing socioscientific scenarios addressing Sustainable Development Goal 4-Quality Education. The research was conducted with 57 pre-service teachers using an embedded mixed-method design. During a 14-week instructional process, the participants engaged in dialogue-based discussions on socioscientific scenarios framed within the Sustainable Development Goals. Both quantitative and qualitative data collection instruments were administered at the beginning and end of the intervention. The findings revealed that teaching practices based on socioscientific scenarios focusing on quality education significantly improved pre-service teachers’ critical thinking skills (pre-test <em>M</em> = 37.58, post-test <em>M</em> = 40.02; <em>t</em> =-3.35, <em>p</em>=.001, Cohen’s <em>d</em> = 0.44) and increased their awareness of the concept of quality education. The results emphasize the need for the systematic integration of critical thinking skills into teacher education programs. Accordingly, promoting teaching approaches and instructional models that foster critical thinking can contribute to the development of a sustainable and inclusive education system.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102108"},"PeriodicalIF":4.5,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797152","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}

引用次数: 0

Developmental trends in adolescents’ social creativity and an exploratory model of its antecedents 青少年社会创造力的发展趋势及其前因的探索性模型

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-13 DOI: 10.1016/j.tsc.2025.102107

Huang Po-Sheng , Tsai Jie-Wen , Chen Hsueh-Chih , Huang Shih-Yuan

The abilities to identify potential problems in interpersonal interactions and generate creative solutions, collectively referred to as social creativity, are key abilities influencing adolescents’ social adaptation. This study explored the developmental trends of two dimensions of social creativity, namely, problem-finding (PF) and idea generation (IG). It also explored how antecedents such as divergent thinking, interpersonal sensitivity, and interpersonal problem-solving shape the developmental trajectories of these dimensions within social creativity. Longitudinal data were collected from 650 Taiwanese junior high school students across 2 waves within a year. Modeling of unconditional latent change scores revealed a notable decline in PF and IG abilities over the observed period. Furthermore, conditional analyses indicated that the initial state of and changes in divergent thinking were significant predictors of the development of PF and IG abilities. Moreover, the development of PF ability was influenced by changes in interpersonal sensitivity, whereas the development of IG ability was predicted by the initial level of interpersonal problem-solving. In conclusion, this study reports a concerning decline in adolescents’ social creativity and provides the first longitudinal evidence that the developmental mechanism of such creativity involves a dynamic interplay of cognitive (divergent thinking) and social (interpersonal sensitivity and problem-solving) factors. These findings highlight the multifaceted nature of social creativity development, suggesting that educational interventions should extend beyond fostering general divergent thinking to also support the dynamic development of interpersonal sensitivity and interpersonal problem-solving abilities, which can help cultivate social creativity more effectively among adolescents.

识别人际交往中潜在问题并提出创造性解决办法的能力统称为社会创造力，是影响青少年社会适应的关键能力。本研究探讨了社会创造力的两个维度，即问题发现（problem-finding， PF）和创意产生（idea generation， IG）的发展趋势。它还探讨了诸如发散性思维、人际敏感性和人际问题解决等前因如何在社会创造力中塑造这些维度的发展轨迹。以650名台湾初中生为研究对象，在一年内分两波进行纵向调查。无条件潜在变化评分模型显示，在观察期间，PF和IG能力显著下降。此外，条件分析表明，发散性思维的初始状态和变化是PF和IG能力发展的显著预测因子。此外，PF能力的发展受人际敏感性变化的影响，而IG能力的发展受人际问题解决的初始水平的预测。综上所述，本研究报告了青少年社会创造力的下降，并提供了第一个纵向证据，证明这种创造力的发展机制涉及认知（发散思维）和社会（人际敏感性和解决问题）因素的动态相互作用。这些发现突出了社会创造力发展的多面性，表明教育干预应扩展到培养一般的发散性思维之外，还应支持人际敏感性和人际问题解决能力的动态发展，这有助于更有效地培养青少年的社会创造力。

{"title":"Developmental trends in adolescents’ social creativity and an exploratory model of its antecedents","authors":"Huang Po-Sheng , Tsai Jie-Wen , Chen Hsueh-Chih , Huang Shih-Yuan","doi":"10.1016/j.tsc.2025.102107","DOIUrl":"10.1016/j.tsc.2025.102107","url":null,"abstract":"<div><div>The abilities to identify potential problems in interpersonal interactions and generate creative solutions, collectively referred to as social creativity, are key abilities influencing adolescents’ social adaptation. This study explored the developmental trends of two dimensions of social creativity, namely, problem-finding (PF) and idea generation (IG). It also explored how antecedents such as divergent thinking, interpersonal sensitivity, and interpersonal problem-solving shape the developmental trajectories of these dimensions within social creativity. Longitudinal data were collected from 650 Taiwanese junior high school students across 2 waves within a year. Modeling of unconditional latent change scores revealed a notable decline in PF and IG abilities over the observed period. Furthermore, conditional analyses indicated that the initial state of and changes in divergent thinking were significant predictors of the development of PF and IG abilities. Moreover, the development of PF ability was influenced by changes in interpersonal sensitivity, whereas the development of IG ability was predicted by the initial level of interpersonal problem-solving. In conclusion, this study reports a concerning decline in adolescents’ social creativity and provides the first longitudinal evidence that the developmental mechanism of such creativity involves a dynamic interplay of cognitive (divergent thinking) and social (interpersonal sensitivity and problem-solving) factors. These findings highlight the multifaceted nature of social creativity development, suggesting that educational interventions should extend beyond fostering general divergent thinking to also support the dynamic development of interpersonal sensitivity and interpersonal problem-solving abilities, which can help cultivate social creativity more effectively among adolescents.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102107"},"PeriodicalIF":4.5,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839574","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}

引用次数: 0

Teachers’ creativity-fostering behaviors and students’ creativity: Parallel serial mediation via growth mindset, fear of evaluation, and creative self-efficacy 教师创造力培养行为与学生创造力：成长心态、评价恐惧、创造性自我效能感的平行序列中介作用

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-12 DOI: 10.1016/j.tsc.2025.102104

Zhenyan Liang , Kaixin Qian , Limin Wu , Minhui Li , Yuxi Zhu , Di Liu , Xiaojing Gu , Yafeng Zheng

Creativity is widely regarded as a core competency for future learning and development, prompting growing interest in how classroom environments relate to students’ creative performance. Although prior research has documented positive associations between teachers’ creativity-fostering teaching behaviors (CFTB) and students’ creativity, the underlying psychological processes remain insufficiently specified. The current study investigated how CFTB relate to students’ creativity through two distinct pathways: a belief-motivation pathway via growth-creative mindset (GCM) and creative self-efficacy (CSE); and an emotion-regulation pathway via fear of negative evaluation (FNE) and CSE. A sample of 680 high school students completed measures of CFTB, GCM, FNE, CSE, and creativity. Results revealed that CFTB were associated with creativity through both higher GCM and CSE, and through lower FNE linked with higher CSE. These results contribute to a more integrated account of how classroom contexts relate to students’ creativity through belief- and emotion-based processes, and offer practical insights for fostering creative potential through supportive classroom environments.

创造力被广泛认为是未来学习和发展的核心能力，这促使人们对课堂环境与学生创造性表现之间的关系越来越感兴趣。虽然先前的研究已经证明了教师的创造力培养教学行为与学生的创造力之间的正相关，但潜在的心理过程仍然不够明确。本研究通过两种不同的途径考察了创造性思维与学生创造力的关系：成长-创造性思维（GCM）和创造性自我效能（CSE）的信念-动机途径；以及通过恐惧负面评价（FNE）和CSE的情绪调节途径。以680名高中生为样本，完成了CFTB、GCM、FNE、CSE和创造力的测量。结果表明，CFTB通过较高的GCM和CSE与创造力相关，并且通过较低的FNE与较高的CSE相关。这些结果有助于更全面地解释课堂环境如何通过基于信念和情感的过程与学生的创造力相关联，并为通过支持性课堂环境培养创造潜力提供实用的见解。

{"title":"Teachers’ creativity-fostering behaviors and students’ creativity: Parallel serial mediation via growth mindset, fear of evaluation, and creative self-efficacy","authors":"Zhenyan Liang , Kaixin Qian , Limin Wu , Minhui Li , Yuxi Zhu , Di Liu , Xiaojing Gu , Yafeng Zheng","doi":"10.1016/j.tsc.2025.102104","DOIUrl":"10.1016/j.tsc.2025.102104","url":null,"abstract":"<div><div>Creativity is widely regarded as a core competency for future learning and development, prompting growing interest in how classroom environments relate to students’ creative performance. Although prior research has documented positive associations between teachers’ creativity-fostering teaching behaviors (CFTB) and students’ creativity, the underlying psychological processes remain insufficiently specified. The current study investigated how CFTB relate to students’ creativity through two distinct pathways: a belief-motivation pathway via growth-creative mindset (GCM) and creative self-efficacy (CSE); and an emotion-regulation pathway via fear of negative evaluation (FNE) and CSE. A sample of 680 high school students completed measures of CFTB, GCM, FNE, CSE, and creativity. Results revealed that CFTB were associated with creativity through both higher GCM and CSE, and through lower FNE linked with higher CSE. These results contribute to a more integrated account of how classroom contexts relate to students’ creativity through belief- and emotion-based processes, and offer practical insights for fostering creative potential through supportive classroom environments.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102104"},"PeriodicalIF":4.5,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797148","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}

引用次数: 0

ChatGPT in education: A systematic review of its impact on critical thinking skills and dispositions ChatGPT在教育中的应用：系统回顾其对批判性思维技能和倾向的影响

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-12 DOI: 10.1016/j.tsc.2025.102106

Yupeng Guo , Lehui Huang , Chi Zhang , Qiuyu Li , Meifang Chen

Amidst the debate surrounding how generative AI like ChatGPT impacts critical thinking in classrooms, this study aims to address three questions: What does the existing evidence base look like? How exactly is ChatGPT being used in classrooms? And do these uses genuinely alter students' critical thinking skills and dispositions? We first review 11 existing syntheses and propose an analytical framework distinguishing between “skills” (Analysis, Inference, Evaluation, Deductive reasoning) and “dispositions” (Analyticity, Open-mindedness, Truth-seeking, Systematicity, Self-confidence, Inquisitiveness, Maturity), addressing the limitations of narrow research scope and lack of unified theory. Subsequently, following PRISMA guidelines, we systematically searched seven databases from December 2022 to October 2025. Applying strict inclusion/exclusion criteria and quality scoring, we retained only 65 high-quality empirical studies involving students. Using deductive + grounded open/axial/selective coding with NVivo, we identified five core application patterns in classrooms. Results indicate that teaching practices primarily embed ChatGPT within instructional workflows to cultivate students' analytical and evaluative skills, while relatively neglecting training in reasoning and deduction. While more frequently stimulating curiosity, openness, confidence, and structured thinking, systematic and long-term cultivation of deeper critical thinking dispositions—such as truth-seeking and mature judgment—remains lacking. This suggests that future teaching should evolve from merely “knowing how to critique” to fostering a willingness and responsibility to engage in critical thinking.

在围绕像ChatGPT这样的生成式人工智能如何影响课堂上的批判性思维的争论中，本研究旨在解决三个问题：现有的证据基础是什么样子的？ChatGPT究竟是如何在教室中使用的？这些应用真的能改变学生的批判性思维能力和性格吗？我们首先回顾了现有的11种综合，并提出了一个区分“技能”（分析、推理、评估、演绎推理）和“性格”（分析、开放、求真、系统性、自信、好奇、成熟）的分析框架，以解决研究范围狭窄和缺乏统一理论的局限性。随后，根据PRISMA指南，我们从2022年12月到2025年10月系统地检索了7个数据库。采用严格的纳入/排除标准和质量评分，我们只保留了65项涉及学生的高质量实证研究。使用NVivo的演绎+接地开放/轴向/选择性编码，我们确定了教室中的五种核心应用模式。结果表明，教学实践主要将ChatGPT嵌入到教学工作流程中，以培养学生的分析和评估能力，而相对忽视了推理和演绎的训练。虽然更频繁地激发好奇心、开放、自信和结构化思维，但系统和长期培养更深层的批判性思维倾向——比如寻求真相和成熟的判断——仍然缺乏。这表明，未来的教学应该从仅仅“知道如何批评”发展到培养参与批判性思维的意愿和责任。

{"title":"ChatGPT in education: A systematic review of its impact on critical thinking skills and dispositions","authors":"Yupeng Guo , Lehui Huang , Chi Zhang , Qiuyu Li , Meifang Chen","doi":"10.1016/j.tsc.2025.102106","DOIUrl":"10.1016/j.tsc.2025.102106","url":null,"abstract":"<div><div>Amidst the debate surrounding how generative AI like ChatGPT impacts critical thinking in classrooms, this study aims to address three questions: What does the existing evidence base look like? How exactly is ChatGPT being used in classrooms? And do these uses genuinely alter students' critical thinking skills and dispositions? We first review 11 existing syntheses and propose an analytical framework distinguishing between “skills” (Analysis, Inference, Evaluation, Deductive reasoning) and “dispositions” (Analyticity, Open-mindedness, Truth-seeking, Systematicity, Self-confidence, Inquisitiveness, Maturity), addressing the limitations of narrow research scope and lack of unified theory. Subsequently, following PRISMA guidelines, we systematically searched seven databases from December 2022 to October 2025. Applying strict inclusion/exclusion criteria and quality scoring, we retained only 65 high-quality empirical studies involving students. Using deductive + grounded open/axial/selective coding with NVivo, we identified five core application patterns in classrooms. Results indicate that teaching practices primarily embed ChatGPT within instructional workflows to cultivate students' analytical and evaluative skills, while relatively neglecting training in reasoning and deduction. While more frequently stimulating curiosity, openness, confidence, and structured thinking, systematic and long-term cultivation of deeper critical thinking dispositions—such as truth-seeking and mature judgment—remains lacking. This suggests that future teaching should evolve from merely “knowing how to critique” to fostering a willingness and responsibility to engage in critical thinking.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102106"},"PeriodicalIF":4.5,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839733","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}

引用次数: 0

Prompt engineering and creative pedagogical thinking: Insights from a qualitative study with teacher candidates 提示工程和创造性教学思维：来自教师候选人定性研究的见解

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-11 DOI: 10.1016/j.tsc.2025.102105

Seçil Tümen Akyıldız

This qualitative study explores how pre-service EFL teachers perceive and engage with prompt engineering as a tool to foster creative pedagogical thinking. Over the course of seven weeks, participants collaborated with the researcher to develop lesson materials using ChatGPT. The study draws on data collected through semi-structured interviews with ten participants and employs reflexive thematic analysis to interpret their experiences. Findings indicate that most teacher candidates transitioned from using simple prompts to designing more structured and purposeful ones, gradually developing both prompt literacy and confidence in AI-supported lesson planning. Three major themes emerged: conceptual understanding of prompt engineering, prompt design as a catalyst for creativity, and evolving skills through iterative practice. Participants highlighted the pedagogical benefits of AI in saving time, adapting content, and generating innovative ideas, though challenges such as evaluating AI output and formulating effective prompts were also noted. While the findings are context-specific, they suggest that prompt engineering—when supported by guided practice—can be a meaningful component in teacher education programs, contributing to the cultivation of digital literacy, reflective practice, and creative thinking in future educators.

本质性研究探讨职前英语教师如何看待并参与将即时工程作为培养创造性教学思维的工具。在七周的课程中，参与者与研究人员合作，使用ChatGPT开发课程材料。该研究通过对10名参与者的半结构化访谈收集数据，并采用反身性主题分析来解释他们的经历。研究结果表明，大多数教师候选人从使用简单的提示过渡到设计更有结构和有目的的提示，逐渐培养了对人工智能支持的课程规划的快速读写能力和信心。三个主要主题出现了：对提示工程的概念理解，作为创造力催化剂的提示设计，以及通过迭代实践不断发展的技能。与会者强调了人工智能在节省时间、调整内容和产生创新想法方面的教学优势，但也指出了评估人工智能产出和制定有效提示等挑战。虽然研究结果是针对具体情况的，但它们表明，在指导实践的支持下，提示工程可以成为教师教育计划中有意义的组成部分，有助于培养未来教育工作者的数字素养、反思实践和创造性思维。

{"title":"Prompt engineering and creative pedagogical thinking: Insights from a qualitative study with teacher candidates","authors":"Seçil Tümen Akyıldız","doi":"10.1016/j.tsc.2025.102105","DOIUrl":"10.1016/j.tsc.2025.102105","url":null,"abstract":"<div><div>This qualitative study explores how pre-service EFL teachers perceive and engage with prompt engineering as a tool to foster creative pedagogical thinking. Over the course of seven weeks, participants collaborated with the researcher to develop lesson materials using ChatGPT. The study draws on data collected through semi-structured interviews with ten participants and employs reflexive thematic analysis to interpret their experiences. Findings indicate that most teacher candidates transitioned from using simple prompts to designing more structured and purposeful ones, gradually developing both prompt literacy and confidence in AI-supported lesson planning. Three major themes emerged: conceptual understanding of prompt engineering, prompt design as a catalyst for creativity, and evolving skills through iterative practice. Participants highlighted the pedagogical benefits of AI in saving time, adapting content, and generating innovative ideas, though challenges such as evaluating AI output and formulating effective prompts were also noted. While the findings are context-specific, they suggest that prompt engineering—when supported by guided practice—can be a meaningful component in teacher education programs, contributing to the cultivation of digital literacy, reflective practice, and creative thinking in future educators.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102105"},"PeriodicalIF":4.5,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797103","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}

引用次数: 0

The effects of teaching initiative, ICT application, and teaching collaboration on teachers’ creative thinking: Latent profile and multiple logistic regression analysis 教学主动性、信息通信技术应用和教学协作对教师创造性思维的影响：潜在特征和多元逻辑回归分析

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-06 DOI: 10.1016/j.tsc.2025.102102

Hongde Wu, Guannan Wu, Runbing Yang, Mengqi Lin, Weizhong Zhang

Creative thinking is a core ability for teachers to adapt to educational reform, yet it is shaped by multiple factors, especially amid widespread information and communications technology (ICT) use. Guided by self-determination theory (SDT), this study drew on the Teacher Questionnaire of the Programme for International Student Assessment (PISA) 2022 data from 4069 teachers in Hong Kong and Macao Special Administrative Region, China, and used Mplus 8.3 for latent profile analysis (LPA) and multivariate logistic regression. Results showed teachers’ creative thinking can be divided into five classes: low, medium-low, medium, medium-high, and high. Taking the low class as a reference, teaching initiative and teaching collaboration positively predicted medium, medium-high, and high classes, while ICT application positively predicted medium-low, medium, medium-high, and high classes, with the three factors’ effects strengthening as class level rose. Additionally, demographic variables differentially predicted classes: gender and age were negative predictors, while region and subject were positive predictors. These findings advance understanding of factors influencing teachers’ creative thinking in contemporary education and inform efforts to foster this ability.

创造性思维是教师适应教育改革的核心能力，但它受到多种因素的影响，特别是在信息通信技术（ICT）广泛使用的背景下。本研究以自我决定理论（SDT）为指导，利用中国香港和澳门特别行政区4069名教师参与的国际学生评估计划（PISA） 2022教师问卷数据，使用Mplus 8.3进行潜在剖面分析（LPA）和多元逻辑回归。结果表明，教师创造性思维水平可分为低、中低、中、中高、高五个等级。以低年级为参照，教学主动性和教学协作正向预测中、中高、高年级，信息通信技术应用正向预测中低、中、中高、高年级，且三个因素的作用随班级水平的提高而增强。此外，人口统计学变量对阶级的预测存在差异：性别和年龄是负向预测因子，而地区和学科是正向预测因子。这些发现促进了对当代教育中影响教师创造性思维的因素的理解，并为培养这种能力提供了信息。

{"title":"The effects of teaching initiative, ICT application, and teaching collaboration on teachers’ creative thinking: Latent profile and multiple logistic regression analysis","authors":"Hongde Wu, Guannan Wu, Runbing Yang, Mengqi Lin, Weizhong Zhang","doi":"10.1016/j.tsc.2025.102102","DOIUrl":"10.1016/j.tsc.2025.102102","url":null,"abstract":"<div><div>Creative thinking is a core ability for teachers to adapt to educational reform, yet it is shaped by multiple factors, especially amid widespread information and communications technology (ICT) use. Guided by self-determination theory (SDT), this study drew on the Teacher Questionnaire of the Programme for International Student Assessment (PISA) 2022 data from 4069 teachers in Hong Kong and Macao Special Administrative Region, China, and used Mplus 8.3 for latent profile analysis (LPA) and multivariate logistic regression. Results showed teachers’ creative thinking can be divided into five classes: low, medium-low, medium, medium-high, and high. Taking the low class as a reference, teaching initiative and teaching collaboration positively predicted medium, medium-high, and high classes, while ICT application positively predicted medium-low, medium, medium-high, and high classes, with the three factors’ effects strengthening as class level rose. Additionally, demographic variables differentially predicted classes: gender and age were negative predictors, while region and subject were positive predictors. These findings advance understanding of factors influencing teachers’ creative thinking in contemporary education and inform efforts to foster this ability.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102102"},"PeriodicalIF":4.5,"publicationDate":"2025-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145747238","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}

引用次数: 0

Prioritising creativity at the heart of the curriculum: Developing a creative competence scale and investigating teachers' perceptions of nurturing students' creative competence 将创造力放在课程的核心位置：开发一个创新能力量表，并调查教师对培养学生创新能力的看法

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-06 DOI: 10.1016/j.tsc.2025.102098

Hsu-Chan Kuo , Kuang-Yu Yang , Ying-Yao Cheng , Hsueh-Hua Chuang , Chih-Ching Chang

Cultivating learners' creative competence is a fundamental goal of 21st-century education and has been prioritised as a core competency in Taiwan's national curriculum guidelines (MOE, 2014; MOE, 2019). This study develops the Creative Competence Scale (CCS), providing a valuable tool for understanding teachers’ perceptions of the students’ creative competence and contextualising the practice of creativity education in school and classroom settings. Adopting a mixed-methods approach, this study underwent a rigorous development process in collaboration with 12 experts through four phases to establish the scale. The validation of the CCS was conducted with 290 participants in the pretest and 380 in the posttest phase. The CCS demonstrates strong measurement properties through a rigorous process of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). It validates the underlying theoretical framework, confirming its four-dimensional structure: Creative personality traits, Thinking process, Creative outputs, and Environmental support. Regarding teachers' perceptions of creativity education practice, while most teachers recognise the growing importance of creativity, several misconceptions were identified. These include the tendency to attribute creativity solely to the arts or gifted education and an overemphasis on idea transmission, focusing on delivering creative concepts or learning content rather than genuinely engaging students in the creative process and recognising their creative outputs. Identifying these "blind spots" can help schools and teachers better integrate and prioritise creativity as a core value of the curriculum. This study offers evidence-based recommendations for bettering educational practice. These include strategies for enhancing teachers’ recognition of students’ creative personalities and cognitive processes, practical evaluation of students’ creative outcomes, and creating an environment that supports the cultivation of students’ creative competence. This research provides educators and policymakers with useful tools to systematically foster creative competence, supporting curricular goals and students' cognitive and personal growth by bridging the gap between theory and practice.

培养学习者的创新能力是21世纪教育的基本目标，台湾的国家课程指南已将其列为核心能力（教育部，2014；教育部，2019）。本研究开发了创造能力量表（CCS），为了解教师对学生创造能力的看法和将学校和课堂环境中的创造力教育实践情境化提供了一个有价值的工具。本研究采用混合方法，与12位专家合作，经过四个阶段的严格开发过程，建立了规模。在前测阶段有290名参与者，后测阶段有380名参与者，对CCS进行了验证。CCS通过严格的探索性因素分析（EFA）和验证性因素分析（CFA）过程显示出强大的测量特性。验证了其基本理论框架，确定了其四维结构：创造性人格特征、思维过程、创造性产出和环境支持。关于教师对创造力教育实践的看法，虽然大多数教师认识到创造力日益重要，但也发现了一些误解。其中包括将创造力完全归因于艺术或天赋教育的倾向，以及过分强调思想传递，专注于传递创造性概念或学习内容，而不是真正让学生参与到创造过程中，并认可他们的创造性产出。识别这些“盲点”可以帮助学校和教师更好地整合和优先考虑创造力作为课程的核心价值。本研究为改善教育实践提供循证建议。这些策略包括提高教师对学生创造性人格和认知过程的认识，对学生创造性成果的实际评价，以及创造支持培养学生创造性能力的环境。这项研究为教育工作者和政策制定者提供了有用的工具来系统地培养创新能力，通过弥合理论与实践之间的差距，支持课程目标和学生的认知和个人成长。

{"title":"Prioritising creativity at the heart of the curriculum: Developing a creative competence scale and investigating teachers' perceptions of nurturing students' creative competence","authors":"Hsu-Chan Kuo , Kuang-Yu Yang , Ying-Yao Cheng , Hsueh-Hua Chuang , Chih-Ching Chang","doi":"10.1016/j.tsc.2025.102098","DOIUrl":"10.1016/j.tsc.2025.102098","url":null,"abstract":"<div><div>Cultivating learners' creative competence is a fundamental goal of 21st-century education and has been prioritised as a core competency in Taiwan's national curriculum guidelines (MOE, 2014; MOE, 2019). This study develops the Creative Competence Scale (CCS), providing a valuable tool for understanding teachers’ perceptions of the students’ creative competence and contextualising the practice of creativity education in school and classroom settings. Adopting a mixed-methods approach, this study underwent a rigorous development process in collaboration with 12 experts through four phases to establish the scale. The validation of the CCS was conducted with 290 participants in the pretest and 380 in the posttest phase. The CCS demonstrates strong measurement properties through a rigorous process of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). It validates the underlying theoretical framework, confirming its four-dimensional structure: Creative personality traits, Thinking process, Creative outputs, and Environmental support. Regarding teachers' perceptions of creativity education practice, while most teachers recognise the growing importance of creativity, several misconceptions were identified. These include the tendency to attribute creativity solely to the arts or gifted education and an overemphasis on idea transmission, focusing on delivering creative concepts or learning content rather than genuinely engaging students in the creative process and recognising their creative outputs. Identifying these \"blind spots\" can help schools and teachers better integrate and prioritise creativity as a core value of the curriculum. This study offers evidence-based recommendations for bettering educational practice. These include strategies for enhancing teachers’ recognition of students’ creative personalities and cognitive processes, practical evaluation of students’ creative outcomes, and creating an environment that supports the cultivation of students’ creative competence. This research provides educators and policymakers with useful tools to systematically foster creative competence, supporting curricular goals and students' cognitive and personal growth by bridging the gap between theory and practice.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102098"},"PeriodicalIF":4.5,"publicationDate":"2025-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145747208","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}

引用次数: 0

Integrating an educational chatbot in an undergraduate-level linguistics course: Cognitive load and student engagement 在本科语言学课程中整合教育聊天机器人：认知负荷与学生参与

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-12-05 DOI: 10.1016/j.tsc.2025.102099

Derya Uysal

Artificial intelligence in education increasingly leverages chatbots to provide on-demand support across diverse academic contexts. This study examined a curriculum-aligned chatbot in Structure of English, a first-year ELT course, focusing on student engagement and endline cognitive load through a Cognitive Load Theory lens. The design was an embedded single-case study with three units of analysis: behavioral engagement, affective engagement, and endline cognitive load. Participants were first-year ELT majors at a public university. Instruments included interaction logs, per-interaction satisfaction ratings (1–5), the 10-item Leppink Cognitive Load Scale (α = 0.849), and two open-ended questions on effectiveness, limitations, and improvement. Results showed that students submitted 6010 prompts ranging from 1 to 332 words (∼1–2236 characters), indicating both quick checks and multi-sentence inquiries. Weekly chatbot use tracked the assessment calendar: after a quiet start, it stabilized (≈250–500 queries/week) before the midterm, declined post-midterm, and surged sharply before the final (≈2500), indicating that exam timing strongly shaped behavioral engagement. Mean satisfaction was 4.28/5. Perceived usefulness emphasized independent learning (anytime/anywhere clarification), syllabus-aligned explanations, and better usability than the coursebook. Limitations included typo sensitivity, coverage gaps, and occasional irrelevant or repetitive replies. Endline cognitive load scores were IL = 6.01 (high), EL = 3.64 (low to moderate), and GL = 5.89 (medium). In conclusion, a course-aligned, outside-class chatbot was associated with frequent, varied engagement and positive perceptions, while yielding a CL profile typical of dense, abstract content—high IL, low to moderate EL, and medium GL.

教育领域的人工智能越来越多地利用聊天机器人在不同的学术背景下提供按需支持。本研究考察了一年级英语教学课程《英语结构》中与课程相匹配的聊天机器人，通过认知负荷理论的视角关注学生参与度和终端认知负荷。该设计是一个嵌入式单案例研究，包含三个分析单元：行为参与、情感参与和终端认知负荷。参与者是一所公立大学英语专业的一年级学生。工具包括交互日志、每次交互满意度评分（1-5）、10项Leppink认知负荷量表（α = 0.849）和两个关于有效性、局限性和改进的开放式问题。结果显示，学生们提交了6010个从1 ~ 332个单词（~ 1 ~ 2236个字符）不等的提示，既可以快速查询，也可以多句查询。每周聊天机器人的使用跟踪了评估日历：在一个安静的开始之后，它在期中考试前稳定（≈250-500次/周），期中考试后下降，在期末考试前急剧上升（≈2500次），这表明考试时间强烈地影响了行为参与度。平均满意度为4.28/5。感知有用性强调独立学习（随时随地澄清），与教学大纲一致的解释，以及比教科书更好的可用性。限制包括打字的敏感性，覆盖范围的差距，以及偶尔不相关或重复的回复。终末认知负荷评分IL = 6.01（高），EL = 3.64（中低），GL = 5.89（中）。总之，与课程一致的课外聊天机器人与频繁、多样的参与和积极的感知有关，同时产生典型的密集、抽象内容的CL概况-高IL，低至中等EL和中等GL。

{"title":"Integrating an educational chatbot in an undergraduate-level linguistics course: Cognitive load and student engagement","authors":"Derya Uysal","doi":"10.1016/j.tsc.2025.102099","DOIUrl":"10.1016/j.tsc.2025.102099","url":null,"abstract":"<div><div>Artificial intelligence in education increasingly leverages chatbots to provide on-demand support across diverse academic contexts. This study examined a curriculum-aligned chatbot in <em>Structure of English</em>, a first-year ELT course, focusing on student engagement and endline cognitive load through a Cognitive Load Theory lens. The design was an embedded single-case study with three units of analysis: behavioral engagement, affective engagement, and endline cognitive load. Participants were first-year ELT majors at a public university. Instruments included interaction logs, per-interaction satisfaction ratings (1–5), the 10-item Leppink Cognitive Load Scale (α = 0.849), and two open-ended questions on effectiveness, limitations, and improvement. Results showed that students submitted 6010 prompts ranging from 1 to 332 words (∼1–2236 characters), indicating both quick checks and multi-sentence inquiries. Weekly chatbot use tracked the assessment calendar: after a quiet start, it stabilized (≈250–500 queries/week) before the midterm, declined post-midterm, and surged sharply before the final (≈2500), indicating that exam timing strongly shaped behavioral engagement. Mean satisfaction was 4.28/5. Perceived usefulness emphasized independent learning (anytime/anywhere clarification), syllabus-aligned explanations, and better usability than the coursebook. Limitations included typo sensitivity, coverage gaps, and occasional irrelevant or repetitive replies. Endline cognitive load scores were IL = 6.01 (high), EL = 3.64 (low to moderate), and GL = 5.89 (medium). In conclusion, a course-aligned, outside-class chatbot was associated with frequent, varied engagement and positive perceptions, while yielding a CL profile typical of dense, abstract content—high IL, low to moderate EL, and medium GL.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102099"},"PeriodicalIF":4.5,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145747205","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}

引用次数: 0