Pub Date : 2025-11-26DOI: 10.1016/j.tsc.2025.102089
Keyue Li , Jie Jane Yu , Wei Wei
The cognitive mechanisms linking the approximate number system (ANS) and arithmetic ability remain unclear. We hypothesized that processing speed is the underlying mechanism. Athletes (Study 1) and video game players (Study 2), both of whom exhibit faster processing speed, were recruited for this research. Participants completed a series of tasks to measure their processing speed, ANS ability, and arithmetic ability. Additionally, general intelligence, inhibitory control, and working memory were assessed to account for potential confounding variables. Structural equation modeling was used to examine whether processing speed could account for the relationship between ANS and arithmetic abilities. The results showed that athletes and video game players outperformed their control counterparts in terms of processing speed and ANS ability, which could explain the group differences in arithmetic ability. However, after controlling for processing speed, residual ANS ability could no longer explain the group differences in arithmetic performance. These results indicate that processing speed may be the underlying mechanism in the relationship between ANS and arithmetic ability.
{"title":"Fast processing speed, enhanced mathematics: exploring the relation between approximate number system and arithmetic ability in athletes and video game players","authors":"Keyue Li , Jie Jane Yu , Wei Wei","doi":"10.1016/j.tsc.2025.102089","DOIUrl":"10.1016/j.tsc.2025.102089","url":null,"abstract":"<div><div>The cognitive mechanisms linking the approximate number system (ANS) and arithmetic ability remain unclear. We hypothesized that processing speed is the underlying mechanism. Athletes (Study 1) and video game players (Study 2), both of whom exhibit faster processing speed, were recruited for this research. Participants completed a series of tasks to measure their processing speed, ANS ability, and arithmetic ability. Additionally, general intelligence, inhibitory control, and working memory were assessed to account for potential confounding variables. Structural equation modeling was used to examine whether processing speed could account for the relationship between ANS and arithmetic abilities. The results showed that athletes and video game players outperformed their control counterparts in terms of processing speed and ANS ability, which could explain the group differences in arithmetic ability. However, after controlling for processing speed, residual ANS ability could no longer explain the group differences in arithmetic performance. These results indicate that processing speed may be the underlying mechanism in the relationship between ANS and arithmetic ability.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102089"},"PeriodicalIF":4.5,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145690753","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 : 2025-11-24DOI: 10.1016/j.tsc.2025.102085
León-Díaz Fredy, Boude Oscar, Vargas-Sanchez Ana
Given the recognized role of critical thinking in 21st-century education, this study presents a systematic review evaluating the impact of pedagogical mediation with Information and Communication Technologies (ICT) in strengthening this competence in primary education students. Following the PRISMA methodology, an exhaustive search in the Scopus and WoS databases identified 81 empirical studies for in-depth analysis. This review explores pedagogical methodologies integrating ICT and their effectiveness in fostering skills such as problem-solving, analysis, and argumentation.
The results reveal three key patterns: (1) a persistent tension between the complex theoretical conceptualizations of critical thinking and the often-simplified quantitative methods used for its evaluation; (2) the primacy of pedagogy over technology, where the effectiveness of ICT is contingent on the robustness of the active learning design (e.g., Problem-Based Learning, inquiry); and (3) contextual factors, such as cultural norms and socioeconomic conditions, significantly moderate the implementation and impact of these interventions.
It is concluded that while ICTs are effective catalysts, they serve to amplify robust pedagogical strategies, not replace them. The teacher's role as a designer of learning experiences is central. Based on these findings, a pedagogical integration proposal is outlined, aimed at articulating active methodologies, intentional use of ICT, and explicit development of digital media literacy to foster critical and responsible digital citizenship.
{"title":"Pedagogical mediation with ICT for the development of critical thinking in primary education: A systematic review","authors":"León-Díaz Fredy, Boude Oscar, Vargas-Sanchez Ana","doi":"10.1016/j.tsc.2025.102085","DOIUrl":"10.1016/j.tsc.2025.102085","url":null,"abstract":"<div><div>Given the recognized role of critical thinking in 21st-century education, this study presents a systematic review evaluating the impact of pedagogical mediation with Information and Communication Technologies (ICT) in strengthening this competence in primary education students. Following the PRISMA methodology, an exhaustive search in the Scopus and WoS databases identified 81 empirical studies for in-depth analysis. This review explores pedagogical methodologies integrating ICT and their effectiveness in fostering skills such as problem-solving, analysis, and argumentation.</div><div>The results reveal three key patterns: (1) a persistent tension between the complex theoretical conceptualizations of critical thinking and the often-simplified quantitative methods used for its evaluation; (2) the primacy of pedagogy over technology, where the effectiveness of ICT is contingent on the robustness of the active learning design (e.g., Problem-Based Learning, inquiry); and (3) contextual factors, such as cultural norms and socioeconomic conditions, significantly moderate the implementation and impact of these interventions.</div><div>It is concluded that while ICTs are effective catalysts, they serve to amplify robust pedagogical strategies, not replace them. The teacher's role as a designer of learning experiences is central. Based on these findings, a pedagogical integration proposal is outlined, aimed at articulating active methodologies, intentional use of ICT, and explicit development of digital media literacy to foster critical and responsible digital citizenship.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102085"},"PeriodicalIF":4.5,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145690752","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 : 2025-11-24DOI: 10.1016/j.tsc.2025.102082
Eun Joo Park , Eunki Kang , Yoon-jeong Shin
This study explores how architecture students transform abstract design concepts into spatial forms, focusing on the roles of representation techniques throughout the design process. Through a structured nine-week design studio course, students engaged in five phases of design development: (1) site analysis, (2) concept development, (3) mass study, (4) architectural drawing and (5) spatial form. The study analyses students’ design diaries and critique sessions, as well as quantitative assessments using the Creativity Support Index (CSI). Given its original context, the CSI was conservatively adapted and interpreted as an exploratory measure, with internal reliability (Cronbach’s α) and convergent correlations with tutor ratings reported to support its tentative use in this educational setting. Findings reveal that students who employ iterative, multimodal representation techniques tended to demonstrate more refined design thinking and creative engagement. These outcomes are interpreted as correlational associations rather than causal effects, positioning representational diversity and iteration as design scaffolds for conceptual transformation. We contribute an integrated framework that links representation, design processes, and CSI to measurable outcomes in studio education. By clarifying how abstract ideas are externalised and associated with spatial solutions, the study provides actionable insights for educators seeking to cultivate conceptual thinking in architectural studios.
{"title":"From concepts to forms: Representation techniques for enhancing creativity in Architectural Design Education","authors":"Eun Joo Park , Eunki Kang , Yoon-jeong Shin","doi":"10.1016/j.tsc.2025.102082","DOIUrl":"10.1016/j.tsc.2025.102082","url":null,"abstract":"<div><div>This study explores how architecture students transform abstract design concepts into spatial forms, focusing on the roles of representation techniques throughout the design process. Through a structured nine-week design studio course, students engaged in five phases of design development: (1) site analysis, (2) concept development, (3) mass study, (4) architectural drawing and (5) spatial form. The study analyses students’ design diaries and critique sessions, as well as quantitative assessments using the Creativity Support Index (CSI). Given its original context, the CSI was conservatively adapted and interpreted as an exploratory measure, with internal reliability (Cronbach’s α) and convergent correlations with tutor ratings reported to support its tentative use in this educational setting. Findings reveal that students who employ iterative, multimodal representation techniques tended to demonstrate more refined design thinking and creative engagement. These outcomes are interpreted as correlational associations rather than causal effects, positioning representational diversity and iteration as design scaffolds for conceptual transformation. We contribute an integrated framework that links representation, design processes, and CSI to measurable outcomes in studio education. By clarifying how abstract ideas are externalised and associated with spatial solutions, the study provides actionable insights for educators seeking to cultivate conceptual thinking in architectural studios.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102082"},"PeriodicalIF":4.5,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623971","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 : 2025-11-23DOI: 10.1016/j.tsc.2025.102084
Mohamed A. Shahat , Sulaiman M. Al-Balushi , Khalsa Al Alawi , Khalsa Al Bahri , Jaana Seikkula-Leino
In an era defined by rapid technological advancement and economic uncertainty, creative problem-solving (CPS) has emerged as a cornerstone of future-ready education. Yet traditional curricula often lack the instructional strategies needed to develop the thinking skills and cognitive flexibility essential for navigating real-world challenges. This study contributes to the evolving pedagogy of CPS by designing and testing innovative educational units that integrate entrepreneurial education, creativity-focused thinking, and structured CPS methodologies, including TRIZ - a theory-based inventive problem-solving approach that guides learners to overcome constraints through systematic thinking. Grounded in the Theory of Planned Behavior and the 21st-Century Skills Framework, the study proposes a distinctive approach that combines motivation, skill acquisition, and applied problem-solving. Conducted among 10th-grade students in Muscat, Oman, the study employs a quasi-experimental design to evaluate the impact of these units on three core CPS dimensions: problem understanding, idea generation, and solution development. Data were collected using a validated Creative Problem-Solving Test (CPST) and analyzed across experimental and control groups. Results revealed significant gains in the experimental group, particularly in idea generation (78.74 %), followed by problem understanding (76 %) and solution development (75.33 %). Gender analysis showed that female students outperformed male students across all CPS dimensions, emphasizing the importance of gender-responsive pedagogical strategies. By bridging motivational theory with cognitive skills training and creativity research, this study offers a scalable, evidence-based model for embedding CPS in secondary education. The findings not only align with Oman’s Vision 2040 but also contribute to global discussions on designing instructional interventions that foster innovation, adaptability, and inclusive problem-solving capacity in young learners.
{"title":"Fostering entrepreneurial mindsets and future skills: Innovative educational units for enhancing creative problem-solving in tenth-grade students","authors":"Mohamed A. Shahat , Sulaiman M. Al-Balushi , Khalsa Al Alawi , Khalsa Al Bahri , Jaana Seikkula-Leino","doi":"10.1016/j.tsc.2025.102084","DOIUrl":"10.1016/j.tsc.2025.102084","url":null,"abstract":"<div><div>In an era defined by rapid technological advancement and economic uncertainty, creative problem-solving (CPS) has emerged as a cornerstone of future-ready education. Yet traditional curricula often lack the instructional strategies needed to develop the thinking skills and cognitive flexibility essential for navigating real-world challenges. This study contributes to the evolving pedagogy of CPS by designing and testing innovative educational units that integrate entrepreneurial education, creativity-focused thinking, and structured CPS methodologies, including TRIZ - a theory-based inventive problem-solving approach that guides learners to overcome constraints through systematic thinking. Grounded in the Theory of Planned Behavior and the 21st-Century Skills Framework, the study proposes a distinctive approach that combines motivation, skill acquisition, and applied problem-solving. Conducted among 10th-grade students in Muscat, Oman, the study employs a quasi-experimental design to evaluate the impact of these units on three core CPS dimensions: problem understanding, idea generation, and solution development. Data were collected using a validated Creative Problem-Solving Test (CPST) and analyzed across experimental and control groups. Results revealed significant gains in the experimental group, particularly in idea generation (78.74 %), followed by problem understanding (76 %) and solution development (75.33 %). Gender analysis showed that female students outperformed male students across all CPS dimensions, emphasizing the importance of gender-responsive pedagogical strategies. By bridging motivational theory with cognitive skills training and creativity research, this study offers a scalable, evidence-based model for embedding CPS in secondary education. The findings not only align with Oman’s Vision 2040 but also contribute to global discussions on designing instructional interventions that foster innovation, adaptability, and inclusive problem-solving capacity in young learners.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102084"},"PeriodicalIF":4.5,"publicationDate":"2025-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623967","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 : 2025-11-22DOI: 10.1016/j.tsc.2025.102083
Shengqing He , Chunxia Qi , Leifeng Xiao , Jinsi Hao
This study examines the intricate relationships among cognitive activation strategies, mathematics anxiety, and perseverance in shaping students’ creative problem-solving skills. Using structural equation modeling to analyze survey data from 20,052 students in 72 secondary schools in China, this study reveals that (1) Cognitive activation strategies have a direct and significant impact on students’ creative problem-solving skills; (2) Mathematics anxiety and perseverance act as mediators in the relationship between cognitive activation strategies and students’ creative problem-solving skills, with perseverance exerting a more pronounced influence than mathematics anxiety; and (3) Mathematics anxiety and perseverance act as sequential mediators in the relationship between cognitive activation strategies and students’ creative problem-solving skills. The findings of this study shed productive insights into understanding the intricate relationships among pedagogical approaches, creative skills, and emotional and volitional factors. The implications of these findings for mathematics education practice are discussed, and possible avenues for future research are suggested.
{"title":"Shaping students’ creative problem-solving skills through cognitive activation strategies: The mediating role of mathematics anxiety and perseverance","authors":"Shengqing He , Chunxia Qi , Leifeng Xiao , Jinsi Hao","doi":"10.1016/j.tsc.2025.102083","DOIUrl":"10.1016/j.tsc.2025.102083","url":null,"abstract":"<div><div>This study examines the intricate relationships among cognitive activation strategies, mathematics anxiety, and perseverance in shaping students’ creative problem-solving skills. Using structural equation modeling to analyze survey data from 20,052 students in 72 secondary schools in China, this study reveals that (1) Cognitive activation strategies have a direct and significant impact on students’ creative problem-solving skills; (2) Mathematics anxiety and perseverance act as mediators in the relationship between cognitive activation strategies and students’ creative problem-solving skills, with perseverance exerting a more pronounced influence than mathematics anxiety; and (3) Mathematics anxiety and perseverance act as sequential mediators in the relationship between cognitive activation strategies and students’ creative problem-solving skills. The findings of this study shed productive insights into understanding the intricate relationships among pedagogical approaches, creative skills, and emotional and volitional factors. The implications of these findings for mathematics education practice are discussed, and possible avenues for future research are suggested.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102083"},"PeriodicalIF":4.5,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623969","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}
Epistemic curiosity is the core internal drive that leads individuals to seek knowledge and explore new ideas. It is regarded as the most important internal motivation and personality trait that promotes learning and innovation. Particularly in early childhood, the initial formation of epistemic curiosity is crucial for developing creativity and autonomy. Physical activity curricula are recognized as essential and irreplaceable components of early childhood education. This study examined the effects of two dance activity curricula on the epistemic curiosity of 4–6 - year - olds (N = 103) in a Chinese preschool context. The experimental group participated in the Creative Dance Curriculum, and the control group participated in the DanceSport Curriculum for ten weeks (twice a week, 40 min per session). Findings revealed that, compared to the DanceSport Curriculum, the Creative Dance Curriculum significantly enhanced children's dance creativity performance, confirming its effectiveness. After controlling for gender, age in months, and BMI, the Creative Dance Curriculum significantly promoted young children's epistemic curiosity more effectively than the DanceSport Curriculum, consistent with the expected hypotheses. A series of mediation effect tests further revealed that young children perceived teacher's autonomy support and autonomy-need fulfillment as key mechanisms by which the Creative Dance Curriculum promotes young children's curiosity development. The discovery of this mechanism provides practical reference and theoretical support for developing curiosity in young children and the unique value of the Creative Dance Curriculum in developing curiosity in young children.
{"title":"The impact of creative dance curriculum on epistemic curiosity in young children: A practice-based examination from the perspective of intrinsic needs","authors":"Xin Lin , Qiaoyi Liang , Jingjing Shen , Yuxin Yuan , Chan Zhou , Longqi Yu","doi":"10.1016/j.tsc.2025.102074","DOIUrl":"10.1016/j.tsc.2025.102074","url":null,"abstract":"<div><div>Epistemic curiosity is the core internal drive that leads individuals to seek knowledge and explore new ideas. It is regarded as the most important internal motivation and personality trait that promotes learning and innovation. Particularly in early childhood, the initial formation of epistemic curiosity is crucial for developing creativity and autonomy. Physical activity curricula are recognized as essential and irreplaceable components of early childhood education. This study examined the effects of two dance activity curricula on the epistemic curiosity of 4–6 - year - olds (<em>N</em> = 103) in a Chinese preschool context. The experimental group participated in the Creative Dance Curriculum, and the control group participated in the DanceSport Curriculum for ten weeks (twice a week, 40 min per session). Findings revealed that, compared to the DanceSport Curriculum, the Creative Dance Curriculum significantly enhanced children's dance creativity performance, confirming its effectiveness. After controlling for gender, age in months, and BMI, the Creative Dance Curriculum significantly promoted young children's epistemic curiosity more effectively than the DanceSport Curriculum, consistent with the expected hypotheses. A series of mediation effect tests further revealed that young children perceived teacher's autonomy support and autonomy-need fulfillment as key mechanisms by which the Creative Dance Curriculum promotes young children's curiosity development. The discovery of this mechanism provides practical reference and theoretical support for developing curiosity in young children and the unique value of the Creative Dance Curriculum in developing curiosity in young children.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102074"},"PeriodicalIF":4.5,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145690750","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 : 2025-11-20DOI: 10.1016/j.tsc.2025.102072
Hsu-Chan Kuo
Creative thinking is central to 21st-century education, and recent work in STEAM PBL education highlights the need for classroom models that can promote creativity and academic learning simultaneously. However, empirical evidence on structured, curriculum-embedded approaches that achieve both goals remains limited. This study evaluated the impact of a Tri-Phase STEAM project-based learning course that integrates Predict–Observe–Explain cycles (TPSP-POE) on sixth-graders’ creative thinking and academic achievement. A quasi-experimental design was employed to investigate the effectiveness of this innovative course over one academic semester, with 30 students in the experimental TPSP-POE group and 55 students in a comparison group that received traditional subject-based instruction. The same cohort of teachers taught both groups to ensure consistency in teaching quality and comparability. Creative thinking was assessed using PISA-aligned tasks, and academic achievement was measured through standardised tests. Findings indicated that the experimental group experienced significant improvements in both social and scientific creative thinking: students generated more diverse and original ideas, and improved in evaluating and refining others' ideas. In contrast, the comparison group exhibited either unchanged or declining performance across the subdimensions of creative thinking. The experimental group showed significant improvements in Science and Technology, Social Studies, and Mathematics; however, scores in English and Chinese remained unchanged. In the posttest, the experimental group also significantly outperformed its counterparts in Science and Technology and Social Studies. The study contributes a theoretically grounded and practically applicable framework that integrates STEAM, project-based learning, and Predict–Observe–Explain cycles to support the co-development of creative thinking and domain-specific learning to address real-world challenges.
{"title":"STEAM PBL as an educational panacea? Investigating its impact on creative thinking and academic achievement across subjects","authors":"Hsu-Chan Kuo","doi":"10.1016/j.tsc.2025.102072","DOIUrl":"10.1016/j.tsc.2025.102072","url":null,"abstract":"<div><div>Creative thinking is central to 21st-century education, and recent work in STEAM PBL education highlights the need for classroom models that can promote creativity and academic learning simultaneously. However, empirical evidence on structured, curriculum-embedded approaches that achieve both goals remains limited. This study evaluated the impact of a Tri-Phase STEAM project-based learning course that integrates Predict–Observe–Explain cycles (TPSP-POE) on sixth-graders’ creative thinking and academic achievement. A quasi-experimental design was employed to investigate the effectiveness of this innovative course over one academic semester, with 30 students in the experimental TPSP-POE group and 55 students in a comparison group that received traditional subject-based instruction. The same cohort of teachers taught both groups to ensure consistency in teaching quality and comparability. Creative thinking was assessed using PISA-aligned tasks, and academic achievement was measured through standardised tests. Findings indicated that the experimental group experienced significant improvements in both social and scientific creative thinking: students generated more diverse and original ideas, and improved in evaluating and refining others' ideas. In contrast, the comparison group exhibited either unchanged or declining performance across the subdimensions of creative thinking. The experimental group showed significant improvements in Science and Technology, Social Studies, and Mathematics; however, scores in English and Chinese remained unchanged. In the posttest, the experimental group also significantly outperformed its counterparts in Science and Technology and Social Studies. The study contributes a theoretically grounded and practically applicable framework that integrates STEAM, project-based learning, and Predict–Observe–Explain cycles to support the co-development of creative thinking and domain-specific learning to address real-world challenges.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102072"},"PeriodicalIF":4.5,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797101","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 : 2025-11-20DOI: 10.1016/j.tsc.2025.102073
Eldad Tsabary , Donna Hewitt
Educators in creative disciplines face a persistent challenge: balancing structured guidance (e.g., deadlines, guidelines) with the flexibility necessary for fostering originality. This study investigates how tertiary music and music-technology students perceive the impact of deadlines and structural guidelines on their creativity, motivation, and work quality. Employing a qualitative design with open-ended surveys (n = 35), we analyzed 9,355 words of student responses through grounded theory, supplemented by post-hoc quantitative categorization. Findings reveal that 74 % of students associated deadlines with heightened motivation, yet their effects on creativity were polarized: 46 % reported enhanced focus, while 31 % cited constrained exploration. Structural guidelines were similarly divisive, viewed as clarifying (63 %) or restrictive (34 %). Crucially, students’ subjective definitions of creativity and motivation mediated these outcomes—those framing creativity as problem-solving thrived under deadlines, while proponents of unrestricted experimentation found them stifling. Motivation rooted in personal investment drove sustained effort, whereas external pressure led to stress-driven compliance. Grounded theory analysis uncovered an interconnected academic ecosystem, where task type, workload, and emotional states dynamically shaped engagement. The study advocates for structured uncertainty in pedagogy—designing adaptable frameworks that harmonize accountability with artistic autonomy. By centering student voices, this research underscores the need for educators to align constraints with learners’ evolving conceptualizations of creativity, ensuring pedagogical structures catalyze rather than inhibit creativity.
{"title":"How assignment deadlines and guidelines shape creativity, motivation, and quality: Perspectives from music-technology students","authors":"Eldad Tsabary , Donna Hewitt","doi":"10.1016/j.tsc.2025.102073","DOIUrl":"10.1016/j.tsc.2025.102073","url":null,"abstract":"<div><div>Educators in creative disciplines face a persistent challenge: balancing structured guidance (e.g., deadlines, guidelines) with the flexibility necessary for fostering originality. This study investigates how tertiary music and music-technology students perceive the impact of deadlines and structural guidelines on their creativity, motivation, and work quality. Employing a qualitative design with open-ended surveys (n = 35), we analyzed 9,355 words of student responses through grounded theory, supplemented by post-hoc quantitative categorization. Findings reveal that 74 % of students associated deadlines with heightened motivation, yet their effects on creativity were polarized: 46 % reported enhanced focus, while 31 % cited constrained exploration. Structural guidelines were similarly divisive, viewed as clarifying (63 %) or restrictive (34 %). Crucially, students’ subjective definitions of creativity and motivation mediated these outcomes—those framing creativity as problem-solving thrived under deadlines, while proponents of unrestricted experimentation found them stifling. Motivation rooted in personal investment drove sustained effort, whereas external pressure led to stress-driven compliance. Grounded theory analysis uncovered an interconnected academic ecosystem, where task type, workload, and emotional states dynamically shaped engagement. The study advocates for structured uncertainty in pedagogy—designing adaptable frameworks that harmonize accountability with artistic autonomy. By centering student voices, this research underscores the need for educators to align constraints with learners’ evolving conceptualizations of creativity, ensuring pedagogical structures catalyze rather than inhibit creativity.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102073"},"PeriodicalIF":4.5,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145747206","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}
The integration of artificial intelligence (AI) tools in education to promote computational thinking (CT) among students has become a trending topic of research; however, there is no consensus on the impact of such tools on CT. Qualitative syntheses regarding both the effect of AI tools and how to unleash their power more effectively are also lacking. Using a three-level meta-analytic approach, this study evaluated the effectiveness of AI tools in improving students’ CT and investigated the various moderating variables. A total of 32 empirical studies with 44 effect sizes were included in this meta-analysis, and the results showed that AI tools have a significant and moderately large effect on students’ CT (Hedges’s g = 0.75, 95 % CI [0.55, 0.95], p < 0.0001). Moderator analyses revealed that AI technologies, the application of AI tools, as well as tool customization and its method, and sample size significantly influence the effectiveness of AI tools. Other moderators—including region, publication year, subject disciplines, instructional approach, collaboration type, intervention duration, gender, and educational level—appeared to be universally effective in promoting student CT. Overall, this meta-analysis contributes to both the academic understanding and practical application of AI tools in CT education to help students prepare for the smart society of the future.
将人工智能（AI）工具整合到教育中以促进学生的计算思维（CT）已成为研究的热门话题；然而，这些工具对CT的影响尚未达成共识。关于人工智能工具的影响以及如何更有效地释放其力量的定性综合也缺乏。本研究采用三层次元分析方法，评估了人工智能工具在改善学生CT方面的有效性，并调查了各种调节变量。本荟萃分析共纳入了32项具有44个效应量的实证研究，结果表明，人工智能工具对学生的CT有显著和中等程度的影响（Hedges的g = 0.75, 95% CI [0.55, 0.95], p < 0.0001）。主持人分析显示，人工智能技术，人工智能工具的应用，以及工具定制及其方法，以及样本大小显着影响人工智能工具的有效性。其他因素——包括地区、出版年份、学科、教学方法、合作类型、干预持续时间、性别和教育水平——似乎在促进学生CT方面普遍有效。总的来说，这项荟萃分析有助于对人工智能工具在CT教育中的学术理解和实际应用，帮助学生为未来的智能社会做好准备。
{"title":"Facilitating computational thinking with AI: A three-level meta-analytic evidence for future-ready learning","authors":"Yuru Lin, Yi Zhang, Yuqin Yang, Shidan Pan, Xu Ren, Dengkang Chen","doi":"10.1016/j.tsc.2025.102070","DOIUrl":"10.1016/j.tsc.2025.102070","url":null,"abstract":"<div><div>The integration of artificial intelligence (AI) tools in education to promote computational thinking (CT) among students has become a trending topic of research; however, there is no consensus on the impact of such tools on CT. Qualitative syntheses regarding both the effect of AI tools and how to unleash their power more effectively are also lacking. Using a three-level meta-analytic approach, this study evaluated the effectiveness of AI tools in improving students’ CT and investigated the various moderating variables. A total of 32 empirical studies with 44 effect sizes were included in this meta-analysis, and the results showed that AI tools have a significant and moderately large effect on students’ CT (Hedges’s <em>g</em> = 0.75, 95 % CI [0.55, 0.95], <em>p</em> < 0.0001). Moderator analyses revealed that AI technologies, the application of AI tools, as well as tool customization and its method, and sample size significantly influence the effectiveness of AI tools. Other moderators—including region, publication year, subject disciplines, instructional approach, collaboration type, intervention duration, gender, and educational level—appeared to be universally effective in promoting student CT. Overall, this meta-analysis contributes to both the academic understanding and practical application of AI tools in CT education to help students prepare for the smart society of the future.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102070"},"PeriodicalIF":4.5,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623968","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 : 2025-11-19DOI: 10.1016/j.tsc.2025.102071
Linlin Hu , Hao Wang
In the context of STEM education, scientific creativity has attracted much attention as a core literacy, but its underlying psychological mechanisms have not been fully elucidated. Grounded in social cognitive theory, this study examined the associations among STEM learning attitudes, metacognitive awareness, self-efficacy, and scientific creativity in a sample of 723 Chinese primary school students (Grades 3–6). Using structural equation modeling, the results indicated that STEM learning attitudes were positively associated with scientific creativity (β = 0.295, p < 0.001), as well as with metacognitive awareness (β = 0.189, p < 0.001) and self-efficacy (β = 0.099, p = 0.007). Both metacognitive awareness (β = 0.085, p = 0.014) and self-efficacy (β = 0.175, p < 0.001) were positively linked to scientific creativity, and a significant association was also observed between metacognitive awareness and self-efficacy (β = 0.338, p < 0.001). Indirect pathways were significant, including a sequential mediation path (β = 0.011, p = 0.001) consistent with theoretical expectations. A simulation-based sensitivity analysis confirmed the robustness of these mediation paths to moderate levels of unmeasured confounding. Additionally, scientific creativity showed moderate correlations with mathematics (r = 0.397) and science achievement (r = 0.266), while gender differences were not statistically significant. The study offers preliminary guidance for future research and educational interventions aiming to cultivate creative potential through the enhancement of attitudes and self-regulatory skills.
在STEM教育背景下，科学创造力作为一种核心素养备受关注，但其潜在的心理机制尚未得到充分阐明。本研究以社会认知理论为基础，以723名中国3-6年级小学生为样本，研究了STEM学习态度、元认知意识、自我效能感和科学创造力之间的关系。采用结构方程模型，结果表明，STEM学习态度与科学创造力（β = 0.295, p < 0.001）、元认知意识（β = 0.189, p < 0.001）和自我效能感（β = 0.099, p = 0.007）呈正相关。元认知意识（β = 0.085, p = 0.014）和自我效能感（β = 0.175, p < 0.001）与科学创造力呈正相关，元认知意识与自我效能感之间也存在显著相关（β = 0.338, p < 0.001）。间接途径显著，包括与理论预期一致的顺序中介路径（β = 0.011, p = 0.001）。基于模拟的敏感性分析证实了这些中介路径对中等水平的未测量混杂的稳健性。此外，科学创造力与数学（r = 0.397）和科学成就（r = 0.266）呈中等相关，性别差异无统计学意义。该研究为未来的研究和教育干预提供了初步指导，旨在通过提高态度和自我调节技能来培养创新潜力。
{"title":"Exploring the associations between STEM learning attitudes and scientific creativity among primary school students: a mediation model of metacognitive awareness and self-efficacy","authors":"Linlin Hu , Hao Wang","doi":"10.1016/j.tsc.2025.102071","DOIUrl":"10.1016/j.tsc.2025.102071","url":null,"abstract":"<div><div>In the context of STEM education, scientific creativity has attracted much attention as a core literacy, but its underlying psychological mechanisms have not been fully elucidated. Grounded in social cognitive theory, this study examined the associations among STEM learning attitudes, metacognitive awareness, self-efficacy, and scientific creativity in a sample of 723 Chinese primary school students (Grades 3–6). Using structural equation modeling, the results indicated that STEM learning attitudes were positively associated with scientific creativity (β = 0.295, p < 0.001), as well as with metacognitive awareness (β = 0.189, p < 0.001) and self-efficacy (β = 0.099, p = 0.007). Both metacognitive awareness (β = 0.085, p = 0.014) and self-efficacy (β = 0.175, p < 0.001) were positively linked to scientific creativity, and a significant association was also observed between metacognitive awareness and self-efficacy (β = 0.338, p < 0.001). Indirect pathways were significant, including a sequential mediation path (β = 0.011, p = 0.001) consistent with theoretical expectations. A simulation-based sensitivity analysis confirmed the robustness of these mediation paths to moderate levels of unmeasured confounding. Additionally, scientific creativity showed moderate correlations with mathematics (r = 0.397) and science achievement (r = 0.266), while gender differences were not statistically significant. The study offers preliminary guidance for future research and educational interventions aiming to cultivate creative potential through the enhancement of attitudes and self-regulatory skills.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102071"},"PeriodicalIF":4.5,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624781","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号