Thinking Skills and Creativity最新文献_第9页

Factors influencing the adoption of teaching innovations by university teachers: A comparative analysis using the FS/QCA-NCA methodology 影响大学教师采用教学创新的因素：基于FS/QCA-NCA方法的比较分析

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-11 DOI: 10.1016/j.tsc.2025.102059

Rafael Porlán-Ariza, Ángel F. Villarejo-Ramos, Pablo Ledesma-Chaves, Eloy Gil-Cordero

In recent years, the University of Seville has been making an enormous effort to improve teaching through the FIDOP programme (Teacher Training, Innovation and Teaching Research Programme), which has involved the participation of numerous teachers interested in improving their teaching model. This change has been encouraged by the design, experimentation and evaluation of Classroom Improvement Cycles (CIMA), which involves a complete innovation in teaching methodology, content and evaluation. Although these cycles are, according to internal evaluation processes, leading to advances in the development of teaching, there is still no information available that describes the factors that influence the teaching staff when implementing CIMA. This work aims to contribute to this direction through a construct-based model on the adoption of innovations, where teachers' opinions are analysed in relation to three types of constructs: personal, external and institutional, associated with their relationship with the university. The analysis methodology used was based on a comparative study of fs/QCA qualitative factors with necessary condition analysis (NCA) on the results obtained from three samples of teachers participating in the FIDOP programme. The results achieved have made it possible to identify the specific factors that determine the adoption and development of the CIMA for each of the sub-samples, establishing the similarities and differences between them, highlighting in all of them a common perception of the absence of institutional support and commitment.

近年来，塞维利亚大学通过FIDOP方案（教师培训、创新和教学研究方案）做出了巨大的努力来改善教学，许多对改进教学模式感兴趣的教师参与了该方案。课堂改进周期（CIMA）的设计、实验和评估鼓励了这种变化，它涉及教学方法、内容和评估的全面创新。虽然根据内部评价过程，这些周期导致了教学发展的进步，但仍然没有资料说明在实施CIMA时影响教学人员的因素。这项工作旨在通过采用创新的基于结构的模型为这一方向做出贡献，其中教师的意见与三种类型的结构相关：个人，外部和机构，与他们与大学的关系。采用的分析方法是基于fs/QCA定性因素与必要条件分析（NCA）对参加FIDOP计划的三个教师样本结果的比较研究。所取得的结果使我们能够确定决定每个子样本采用和发展CIMA的具体因素，确定它们之间的相似性和差异性，突出所有这些子样本缺乏机构支持和承诺的共同看法。

{"title":"Factors influencing the adoption of teaching innovations by university teachers: A comparative analysis using the FS/QCA-NCA methodology","authors":"Rafael Porlán-Ariza, Ángel F. Villarejo-Ramos, Pablo Ledesma-Chaves, Eloy Gil-Cordero","doi":"10.1016/j.tsc.2025.102059","DOIUrl":"10.1016/j.tsc.2025.102059","url":null,"abstract":"<div><div>In recent years, the University of Seville has been making an enormous effort to improve teaching through the FIDOP programme (Teacher Training, Innovation and Teaching Research Programme), which has involved the participation of numerous teachers interested in improving their teaching model. This change has been encouraged by the design, experimentation and evaluation of Classroom Improvement Cycles (CIMA), which involves a complete innovation in teaching methodology, content and evaluation. Although these cycles are, according to internal evaluation processes, leading to advances in the development of teaching, there is still no information available that describes the factors that influence the teaching staff when implementing CIMA. This work aims to contribute to this direction through a construct-based model on the adoption of innovations, where teachers' opinions are analysed in relation to three types of constructs: personal, external and institutional, associated with their relationship with the university. The analysis methodology used was based on a comparative study of fs/QCA qualitative factors with necessary condition analysis (NCA) on the results obtained from three samples of teachers participating in the FIDOP programme. The results achieved have made it possible to identify the specific factors that determine the adoption and development of the CIMA for each of the sub-samples, establishing the similarities and differences between them, highlighting in all of them a common perception of the absence of institutional support and commitment.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102059"},"PeriodicalIF":4.5,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579715","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

Effects of game-based learning integrated with different thinking-guided methods on computational thinking of elementary school students 结合不同思维引导方法的游戏学习对小学生计算思维的影响

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-07 DOI: 10.1016/j.tsc.2025.102056

Ting-Chia Hsu, Tai-Ping Hsu

The study developed an online game system for young students to learn computational thinking (CT), and explored the CT learning achievements and self-efficacy of students using two thinking-guided methods. One method was 5W1H, which is well known in science learning, and the other was concept-association-based concept mapping (CABCM). These thinking-guided methods, aimed at the beginning stage of problem analysis, were utilized before playing the online game, with the aim of helping students learn and solve CT tasks in the game scenarios. The research involved 54 students whose average age was 10, divided into two groups based on the different thinking-guided methods. The experimental results showed that students in both the CABCM and 5W1H groups demonstrated significant learning gains in CT achievement and self-efficacy from pre-test to post-test. While no statistically significant difference was found in the post-test scores between the two groups, a detailed analysis of learning behaviors revealed distinct problem-solving pathways associated with each thinking-guided method. The findings suggest that both integrated approaches effectively fostered CT skills, albeit through different cognitive processes. This research contributes to CT education by integrating thinking-guided methods into an online CT game. It offers empirical evidence on the effectiveness of such integrated approaches and provides insights into the processes and behaviors associated with different thinking-guided methods, shedding light on students' challenges in learning CT through games.

本研究开发了一个青少年学生学习计算思维（computational thinking， CT）的网络游戏系统，并采用两种思维引导方法探讨学生的CT学习成果和自我效能感。一种是科学学习中常用的5W1H方法，另一种是基于概念关联的概念映射（CABCM）方法。这些以思维为导向的方法，针对问题分析的初始阶段，在玩网络游戏之前进行，目的是帮助学生在游戏场景中学习和解决CT任务。这项研究涉及54名平均年龄为10岁的学生，他们根据不同的思维引导方法被分成两组。实验结果表明，CABCM组和5W1H组的学生在CT成绩和自我效能感方面从测试前到测试后都有显著的学习增益。虽然两组学生的测试后得分没有统计学上的显著差异，但对学习行为的详细分析显示，每种思维引导方法都有不同的解决问题的途径。研究结果表明，尽管通过不同的认知过程，这两种综合方法都有效地培养了CT技能。本研究通过将思维引导方法融入在线CT游戏，为CT教育做出贡献。它为这种综合方法的有效性提供了经验证据，并提供了与不同思维引导方法相关的过程和行为的见解，揭示了学生通过游戏学习CT的挑战。

{"title":"Effects of game-based learning integrated with different thinking-guided methods on computational thinking of elementary school students","authors":"Ting-Chia Hsu, Tai-Ping Hsu","doi":"10.1016/j.tsc.2025.102056","DOIUrl":"10.1016/j.tsc.2025.102056","url":null,"abstract":"<div><div>The study developed an online game system for young students to learn computational thinking (CT), and explored the CT learning achievements and self-efficacy of students using two thinking-guided methods. One method was 5W1H, which is well known in science learning, and the other was concept-association-based concept mapping (CABCM). These thinking-guided methods, aimed at the beginning stage of problem analysis, were utilized before playing the online game, with the aim of helping students learn and solve CT tasks in the game scenarios. The research involved 54 students whose average age was 10, divided into two groups based on the different thinking-guided methods. The experimental results showed that students in both the CABCM and 5W1H groups demonstrated significant learning gains in CT achievement and self-efficacy from pre-test to post-test. While no statistically significant difference was found in the post-test scores between the two groups, a detailed analysis of learning behaviors revealed distinct problem-solving pathways associated with each thinking-guided method. The findings suggest that both integrated approaches effectively fostered CT skills, albeit through different cognitive processes. This research contributes to CT education by integrating thinking-guided methods into an online CT game. It offers empirical evidence on the effectiveness of such integrated approaches and provides insights into the processes and behaviors associated with different thinking-guided methods, shedding light on students' challenges in learning CT through games.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102056"},"PeriodicalIF":4.5,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579816","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

Educators’ perceptions of critical thinking skills in early childhood: a comparison between Turkey and Norway 教育工作者对幼儿批判性思维技能的看法：土耳其和挪威的比较

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-06 DOI: 10.1016/j.tsc.2025.102057

Tülay Gül Taşkın-Gökçe , Adalet Kandır

This study examined the perceptions of early childhood educators working in Turkey regarding children’s critical thinking skills and compared them with the perceptions of educators in Norway. Participants in the qualitative study were early childhood educators affiliated with the Ministry of National Education. Data were collected through face-to-face interviews using a semi-structured interview form. The analysis process was based on predetermined criteria—program objectives, pedagogical practices, assessment approaches, and teacher training—to facilitate comparison. Subthemes developed based on these criteria were supported by participants’ statements. The findings indicate that educators in Turkey tend to define critical thinking mainly from a cognitive and traditional perspective, whereas in Norway, themes such as social participation and early intervention feature more prominently. These differences between the two countries are thought to stem from their cultural and educational contexts as well as their policy priorities.

本研究调查了在土耳其工作的幼儿教育工作者对儿童批判性思维技能的看法，并将他们与挪威教育工作者的看法进行了比较。本定性研究的对象为隶属于国家教育部的幼儿教育工作者。数据通过面对面访谈收集，采用半结构化访谈形式。分析过程基于预先确定的标准——项目目标、教学实践、评估方法和教师培训——以便进行比较。与会者的发言支持了根据这些标准制定的分主题。研究结果表明，土耳其的教育工作者倾向于主要从认知和传统的角度来定义批判性思维，而在挪威，社会参与和早期干预等主题更为突出。两国之间的这些差异被认为源于他们的文化和教育背景以及他们的政策重点。

引用次数: 0

A dual mediation model linking design thinking mindset to creative problem-solving skills through creative self-efficacy and critical thinking disposition 通过创造性自我效能感和批判性思维倾向，设计思维与创造性问题解决能力的双重中介模型

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-05 DOI: 10.1016/j.tsc.2025.102055

Pei-Jung Lee , Jeng-Fung Hung , Pen-Hwang Liau , Chun-Yen Tsai

This study aims to investigate the core psychological mechanisms underlying students’ creative problem-solving (CPS) skills. A structural model was developed and tested, integrating three psychological dispositions: design thinking mindset, creative self-efficacy, and critical thinking disposition. A serial multiple mediation model was employed to investigate both the direct and indirect relationships between the design thinking mindset and CPS skills. Measurement instruments were adapted based on relevant psychological and learning theories to fit the learning characteristics of vocational high school students. The sample consisted of 464 11th graders from five vocational high schools in southern Taiwan. Structural equation modeling and confirmatory factor analysis were conducted to validate the model and measurement instruments. Results indicated that the model demonstrated an acceptable model fit, and the design thinking mindset was directly associated with CPS skills and indirectly related to them through a sequential path involving creative self-efficacy and critical thinking disposition. In other words, students with a higher level of design thinking mindset tended to exhibit stronger creative self-beliefs and critical thinking tendencies, which may contribute to better CPS performance. The modified instruments showed satisfactory reliability and validity. These findings provide theoretical support for future research on creative thinking processes and offer implications for curriculum design in vocational education by highlighting the importance of fostering students’ reflective and creative dispositions.

本研究旨在探讨学生创造性解决问题能力的核心心理机制。设计思维、创造性自我效能和批判性思维三种心理倾向的结构模型。采用系列多重中介模型考察设计思维心态与CPS技能之间的直接和间接关系。根据相关的心理学和学习理论，对测量工具进行了调整，以适应职业高中学生的学习特点。样本包括来自台湾南部五所职业高中的464名11年级学生。通过结构方程建模和验证性因子分析对模型和测量仪器进行了验证。结果表明，模型拟合良好，设计思维与CPS技能之间存在直接关联，并通过创造性自我效能感和批判性思维倾向的顺序路径间接关联。也就是说，设计思维水平越高的学生往往表现出更强的创造性自我信念和批判性思维倾向，这可能有助于更好的CPS表现。改进后的仪器具有良好的信度和效度。这些发现为未来创造性思维过程的研究提供了理论支持，并通过强调培养学生反思和创造性倾向的重要性，为职业教育课程设计提供了启示。

{"title":"A dual mediation model linking design thinking mindset to creative problem-solving skills through creative self-efficacy and critical thinking disposition","authors":"Pei-Jung Lee , Jeng-Fung Hung , Pen-Hwang Liau , Chun-Yen Tsai","doi":"10.1016/j.tsc.2025.102055","DOIUrl":"10.1016/j.tsc.2025.102055","url":null,"abstract":"<div><div>This study aims to investigate the core psychological mechanisms underlying students’ creative problem-solving (CPS) skills. A structural model was developed and tested, integrating three psychological dispositions: design thinking mindset, creative self-efficacy, and critical thinking disposition. A serial multiple mediation model was employed to investigate both the direct and indirect relationships between the design thinking mindset and CPS skills. Measurement instruments were adapted based on relevant psychological and learning theories to fit the learning characteristics of vocational high school students. The sample consisted of 464 11th graders from five vocational high schools in southern Taiwan. Structural equation modeling and confirmatory factor analysis were conducted to validate the model and measurement instruments. Results indicated that the model demonstrated an acceptable model fit, and the design thinking mindset was directly associated with CPS skills and indirectly related to them through a sequential path involving creative self-efficacy and critical thinking disposition. In other words, students with a higher level of design thinking mindset tended to exhibit stronger creative self-beliefs and critical thinking tendencies, which may contribute to better CPS performance. The modified instruments showed satisfactory reliability and validity. These findings provide theoretical support for future research on creative thinking processes and offer implications for curriculum design in vocational education by highlighting the importance of fostering students’ reflective and creative dispositions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102055"},"PeriodicalIF":4.5,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579713","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

Intangible Re-imagined historical spaces between walls: Art installation as an interactive teaching tool in theory-based architecture curricula 墙之间的无形的重新想象的历史空间：艺术装置作为理论基础建筑课程的互动教学工具

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-05 DOI: 10.1016/j.tsc.2025.102052

Deena El-Mahdy

Theoretical and historically based modules in architectural curricula are usually delivered through traditional teaching methods, making them less interactive for students. The paper explores the impact of the Art-Integrated-Learning (AIL) approach through art installation as a teaching tool in these modules, highlighting the potential to enrich the students’ understanding and engagement, which can lead to interactive curricula being expanded outside the traditional education walls.

The research documents an experimental method tested through Year 2 architectural students for three continuous years in the History of Architecture module. The method is divided into four main phases: the physical model, the assessment, the exhibition, and the semi-structured (survey and interview). Students are divided into groups, each group selects a historical building in Egypt, trying to find some unseen philosophical or functional element to represent it visually through art installations. The model includes: 1) features, the selected element in the space, 2) performance, the selected performance inside the space to visualize it, and 3) representation, the materials selected for the model making.

The outputs were displayed in a public exhibition in a historical building as a representation of the adaptive reuse concept. The findings highlight the potential of integrating art installation in theory-based curriculum, which increases the students' creativity in storytelling. The experience of presenting in a historical place was valuable and gave students the level of trust to represent the cultural narratives intangibly and tangibly to the public, getting feedback from them. The overall results show an enhancement in developing pedagogical approaches offering a new experiential and interactive learning way through art to enrich learning experiences.

建筑课程中的理论和历史模块通常通过传统的教学方法进行传授，这使得学生的互动性降低。本文探讨了艺术整合学习（AIL）方法的影响，通过艺术装置作为这些模块的教学工具，强调了丰富学生理解和参与的潜力，这可能导致互动课程扩展到传统教育之外。本研究记录了一种连续三年在建筑史模块中通过二年级建筑系学生测试的实验方法。该方法分为四个主要阶段：物理模型、评估、展示和半结构化（调查和访谈）。学生们被分成小组，每组选择一座埃及的历史建筑，试图找到一些看不见的哲学或功能元素，通过艺术装置在视觉上表现出来。模型包括：1)特征，在空间中选择的元素；2)表现，在空间中选择的表现，将其可视化；3)表现，选择制作模型的材料。设计成果在一座历史建筑的公共展览中展出，作为适应性再利用概念的代表。研究结果强调了将艺术装置融入以理论为基础的课程的潜力，这可以提高学生讲故事的创造力。在历史场所展示的经历是有价值的，给了学生一定程度的信任，以无形和有形的方式向公众展示文化叙事，并从他们那里得到反馈。整体结果显示，在发展教学方法方面有所提高，通过艺术提供了一种新的体验和互动的学习方式，以丰富学习经验。

{"title":"Intangible Re-imagined historical spaces between walls: Art installation as an interactive teaching tool in theory-based architecture curricula","authors":"Deena El-Mahdy","doi":"10.1016/j.tsc.2025.102052","DOIUrl":"10.1016/j.tsc.2025.102052","url":null,"abstract":"<div><div>Theoretical and historically based modules in architectural curricula are usually delivered through traditional teaching methods, making them less interactive for students. The paper explores the impact of the Art-Integrated-Learning (AIL) approach through art installation as a teaching tool in these modules, highlighting the potential to enrich the students’ understanding and engagement, which can lead to interactive curricula being expanded outside the traditional education walls.</div><div>The research documents an experimental method tested through Year 2 architectural students for three continuous years in the History of Architecture module. The method is divided into four main phases: the physical model, the assessment, the exhibition, and the semi-structured (survey and interview). Students are divided into groups, each group selects a historical building in Egypt, trying to find some unseen philosophical or functional element to represent it visually through art installations. The model includes: 1) features, the selected element in the space, 2) performance, the selected performance inside the space to visualize it, and 3) representation, the materials selected for the model making.</div><div>The outputs were displayed in a public exhibition in a historical building as a representation of the adaptive reuse concept. The findings highlight the potential of integrating art installation in theory-based curriculum, which increases the students' creativity in storytelling. The experience of presenting in a historical place was valuable and gave students the level of trust to represent the cultural narratives intangibly and tangibly to the public, getting feedback from them. The overall results show an enhancement in developing pedagogical approaches offering a new experiential and interactive learning way through art to enrich learning experiences.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102052"},"PeriodicalIF":4.5,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145475868","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

Epistemic, emotional, and effective stance strategies for the linguistic articulation of visual critical thinking in interculturally responsive EFL instruction 跨文化反应性英语教学中视觉批判性思维语言表达的认知、情感和有效立场策略

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-05 DOI: 10.1016/j.tsc.2025.102054

Elena Dominguez Romero , Jelena Bobkina

Visual and critical thinking are widely recognised as core competences for the twenty-first century; however, their linguistic realisation — particularly within EFL classrooms — remains insufficiently addressed. This article presents a framework for linguistic stance instruction that enables learners to articulate interpretive and evaluative insights through epistemic, emotional, and effective stance strategies. The framework integrates explicit stance pedagogy with interculturally responsive teaching and Visual Thinking Routines (VTRs), thereby fostering both critical stance literacy and intercultural competence. Piloted with 24 pre-service EFL teachers at the Complutense University of Madrid, the framework was evaluated through a sample lesson and structured interviews. Participants reported increased confidence in applying linguistic stance strategies and valued the framework’s clarity, ethical grounding, and multimodal scaffolding. Ratings across six core components ranged from 4.3 to 4.8. Feedback highlighted the need for clearer modelling, broader cultural representation, and enhanced scaffolding. Overall, the study affirms the framework’s relevance and adaptability for future EFL classrooms.

视觉和批判性思维被广泛认为是21世纪的核心能力；然而，他们的语言实现，特别是在英语课堂上，仍然没有得到充分的解决。本文提出了一个语言立场教学框架，使学习者能够通过认知、情感和有效的立场策略来表达解释性和评价性的见解。该框架将明确立场教学法与跨文化反应性教学和视觉思维惯例（vts）相结合，从而培养批判立场素养和跨文化能力。马德里康普顿斯大学的24名职前英语教师试用了该框架，并通过样课和结构化访谈对其进行了评估。参与者报告说，他们对运用语言立场策略的信心增加了，并重视框架的清晰性、道德基础和多模态脚手架。六个核心组件的评分从4.3到4.8不等。反馈强调需要更清晰的模型、更广泛的文化代表性和增强的脚手架。总体而言，该研究肯定了该框架对未来英语课堂的相关性和适应性。

{"title":"Epistemic, emotional, and effective stance strategies for the linguistic articulation of visual critical thinking in interculturally responsive EFL instruction","authors":"Elena Dominguez Romero , Jelena Bobkina","doi":"10.1016/j.tsc.2025.102054","DOIUrl":"10.1016/j.tsc.2025.102054","url":null,"abstract":"<div><div>Visual and critical thinking are widely recognised as core competences for the twenty-first century; however, their linguistic realisation — particularly within EFL classrooms — remains insufficiently addressed. This article presents a framework for linguistic stance instruction that enables learners to articulate interpretive and evaluative insights through epistemic, emotional, and effective stance strategies. The framework integrates explicit stance pedagogy with interculturally responsive teaching and Visual Thinking Routines (VTRs), thereby fostering both critical stance literacy and intercultural competence. Piloted with 24 pre-service EFL teachers at the Complutense University of Madrid, the framework was evaluated through a sample lesson and structured interviews. Participants reported increased confidence in applying linguistic stance strategies and valued the framework’s clarity, ethical grounding, and multimodal scaffolding. Ratings across six core components ranged from 4.3 to 4.8. Feedback highlighted the need for clearer modelling, broader cultural representation, and enhanced scaffolding. Overall, the study affirms the framework’s relevance and adaptability for future EFL classrooms.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102054"},"PeriodicalIF":4.5,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579712","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

Patterns in perceptions of learning to draw with guidance and conceptual scaffolding: Insights from a multi-cohort self-reported study 在指导和概念框架下学习绘画的感知模式：来自多队列自我报告研究的见解

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-04 DOI: 10.1016/j.tsc.2025.102053

Vicente Lopez-Chao

This study explores how a multi-cohort sample of students perceived learning to draw in a first-year course on environment drawing and concept art, taught from the field of architectural graphics within a Bachelor’s degree in Digital Creation, Animation, and Videogames. The course applies a scaffolded, theory-integrative approach in which analytical case studies precede visual production, and drawing is developed through phased workflows that mirror professional design processes. A mixed-methods, multi-cohort analysis was conducted with 245 undergraduate students across five academic years, based on post-course self-reports of perceived starting competence in drawing, motivational engagement, and the perceived value of structured drawing and the relevance of theory in drawing practice. Using clustering and ANOVA, three exploratory perception-based learner profiles were identified: Enthusiastic Experts, Conceptual Learners, and Low-Engagement Learners. Students who began with lower self-assessed competence but placed greater importance to theoretical guidance and phased process reported the highest perceived drawing improvement, suggesting that reflective interaction with theory and workflow shapes how learning through drawing is experienced. While findings are limited to retrospective self-reports, the study provides exploratory evidence of how learner perceptions align with scaffolded and theory-integrative drawing pedagogy. These insights contribute to understanding drawing as a cognitive and reflective practice, offering an empirical basis for adaptive and perception-informed strategies in early-stage design education.

本研究探讨了学生的多队列样本如何感知学习在第一年的环境绘画和概念艺术课程中绘画，从建筑图形领域教授数字创作，动画和电子游戏学士学位。本课程采用脚手架式，理论整合的方法，其中分析案例研究先于视觉制作，并通过反映专业设计过程的分阶段工作流程开发绘图。基于课程结束后的自我报告，对245名本科生进行了为期5个学年的混合方法、多队列分析，这些自我报告包括绘画的感知起始能力、动机参与、结构化绘画的感知价值以及绘画理论与实践的相关性。利用聚类和方差分析，确定了三种探索性的基于感知的学习者特征：热情专家、概念学习者和低参与度学习者。那些从较低的自我评估能力开始，但更重视理论指导和分阶段过程的学生报告了最高的感知绘画改进，这表明与理论和工作流程的反思性互动塑造了如何通过绘画学习的体验。虽然研究结果仅限于回顾性自我报告，但该研究提供了探索性证据，证明学习者的感知如何与支架和理论整合的绘画教学法相一致。这些见解有助于将绘画理解为一种认知和反思实践，为早期设计教育中的适应性和感知知情策略提供了经验基础。

{"title":"Patterns in perceptions of learning to draw with guidance and conceptual scaffolding: Insights from a multi-cohort self-reported study","authors":"Vicente Lopez-Chao","doi":"10.1016/j.tsc.2025.102053","DOIUrl":"10.1016/j.tsc.2025.102053","url":null,"abstract":"<div><div>This study explores how a multi-cohort sample of students perceived learning to draw in a first-year course on environment drawing and concept art, taught from the field of architectural graphics within a Bachelor’s degree in Digital Creation, Animation, and Videogames. The course applies a scaffolded, theory-integrative approach in which analytical case studies precede visual production, and drawing is developed through phased workflows that mirror professional design processes. A mixed-methods, multi-cohort analysis was conducted with 245 undergraduate students across five academic years, based on post-course self-reports of perceived starting competence in drawing, motivational engagement, and the perceived value of structured drawing and the relevance of theory in drawing practice. Using clustering and ANOVA, three exploratory perception-based learner profiles were identified: Enthusiastic Experts, Conceptual Learners, and Low-Engagement Learners. Students who began with lower self-assessed competence but placed greater importance to theoretical guidance and phased process reported the highest perceived drawing improvement, suggesting that reflective interaction with theory and workflow shapes how learning through drawing is experienced. While findings are limited to retrospective self-reports, the study provides exploratory evidence of how learner perceptions align with scaffolded and theory-integrative drawing pedagogy. These insights contribute to understanding drawing as a cognitive and reflective practice, offering an empirical basis for adaptive and perception-informed strategies in early-stage design education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102053"},"PeriodicalIF":4.5,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145527138","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

Colloquial engagement theory with AI awareness (CET-AIA): A new creative pedagogical framework for ethical assessment in the age of artificial intelligence 具有人工智能意识的口语参与理论（CET-AIA）：人工智能时代伦理评估的一个新的创造性教学框架

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-04 DOI: 10.1016/j.tsc.2025.102051

Chokri Kooli , Nadia Yusuf , Mohammed Y. Sarhan

This study introduces the Colloquial Engagement Theory with AI Awareness (CET-AIA), a novel pedagogical framework developed to address academic integrity challenges in higher education posed by generative AI systems. CET-AIA integrates informal, context-sensitive questioning into assessment design to discourage AI-assisted cheating and enhance authentic student engagement. A quasi-experimental design was implemented across three undergraduate courses, comparing student and AI (ChatGPT-3.5) performance on traditional versus colloquial multiple-choice assessments. Theoretical foundations were drawn from Constructivism, Cognitive Load Theory, Sociocultural Theory, and Authentic Assessment. Performance trends were analyzed using t-tests, ANOVA, regression models, and mixed-effects modeling. Results indicate a significant initial decline in student scores under colloquial questioning, followed by gradual improvement, confirming both the cognitive challenge and adaptation process. In contrast, AI models showed a persistent performance drop when confronted with colloquial, context-specific questions. These outcomes demonstrate CET-AIA’s effectiveness in fostering deeper learning and in shielding assessments from AI exploitation. CET-AIA offers a scalable framework for designing AI-resistant assessments that promote critical thinking and real-world comprehension. The approach aligns with current educational priorities in fostering academic honesty and student-centered learning in digitally enhanced environments. This research is among the first to offer a theoretically grounded, empirically validated framework specifically designed to neutralize AI-assisted cheating through linguistic and contextual innovation. CET-AIA bridges the gap between AI ethics, pedagogy, and assessment, presenting a future-ready model for ethical education.

本研究介绍了人工智能意识的口语参与理论（CET-AIA），这是一个新的教学框架，旨在解决生成式人工智能系统对高等教育学术诚信的挑战。CET-AIA将非正式的、情境敏感的问题整合到评估设计中，以阻止人工智能辅助作弊，提高学生的真实参与度。在三门本科课程中实施准实验设计，比较学生和人工智能（ChatGPT-3.5）在传统和口语多项选择评估中的表现。理论基础包括建构主义理论、认知负荷理论、社会文化理论和真实评价理论。使用t检验、方差分析、回归模型和混合效应模型分析性能趋势。结果表明，学生在口语问题上的得分在开始时明显下降，随后逐渐提高，证实了认知挑战和适应过程。相比之下，人工智能模型在面对口语化的、特定于上下文的问题时，表现出持续的性能下降。这些结果证明了CET-AIA在促进深度学习和保护评估免受人工智能利用方面的有效性。CET-AIA提供了一个可扩展的框架，用于设计抗人工智能的评估，促进批判性思维和对现实世界的理解。该方法符合当前教育的优先事项，即在数字化增强的环境中促进学术诚信和以学生为中心的学习。这项研究首先提供了一个理论基础，经验验证的框架，专门设计用于通过语言和上下文创新来中和人工智能辅助作弊。CET-AIA在人工智能伦理、教学和评估之间架起了一座桥梁，为未来的伦理教育提供了一种模式。

{"title":"Colloquial engagement theory with AI awareness (CET-AIA): A new creative pedagogical framework for ethical assessment in the age of artificial intelligence","authors":"Chokri Kooli , Nadia Yusuf , Mohammed Y. Sarhan","doi":"10.1016/j.tsc.2025.102051","DOIUrl":"10.1016/j.tsc.2025.102051","url":null,"abstract":"<div><div>This study introduces the Colloquial Engagement Theory with AI Awareness (CET-AIA), a novel pedagogical framework developed to address academic integrity challenges in higher education posed by generative AI systems. CET-AIA integrates informal, context-sensitive questioning into assessment design to discourage AI-assisted cheating and enhance authentic student engagement. A quasi-experimental design was implemented across three undergraduate courses, comparing student and AI (ChatGPT-3.5) performance on traditional versus colloquial multiple-choice assessments. Theoretical foundations were drawn from Constructivism, Cognitive Load Theory, Sociocultural Theory, and Authentic Assessment. Performance trends were analyzed using <em>t</em>-tests, ANOVA, regression models, and mixed-effects modeling. Results indicate a significant initial decline in student scores under colloquial questioning, followed by gradual improvement, confirming both the cognitive challenge and adaptation process. In contrast, AI models showed a persistent performance drop when confronted with colloquial, context-specific questions. These outcomes demonstrate CET-AIA’s effectiveness in fostering deeper learning and in shielding assessments from AI exploitation. CET-AIA offers a scalable framework for designing AI-resistant assessments that promote critical thinking and real-world comprehension. The approach aligns with current educational priorities in fostering academic honesty and student-centered learning in digitally enhanced environments. This research is among the first to offer a theoretically grounded, empirically validated framework specifically designed to neutralize AI-assisted cheating through linguistic and contextual innovation. CET-AIA bridges the gap between AI ethics, pedagogy, and assessment, presenting a future-ready model for ethical education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102051"},"PeriodicalIF":4.5,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145475844","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

Using Machine Learning Techniques for Evaluating Creativity in Graphic Combination Task (GCT) Among Chinese College Students 运用机器学习技术评价中国大学生图形组合任务创造性

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-10-31 DOI: 10.1016/j.tsc.2025.102050

Yushan Xiao , Li Yuan , Songqi Gao , Qunlin Chen , Songhua Yang , Lei Guo

This study transformed the conventional Graphic Combination Task (GCT), a typically used creativity assessment tool, into an online testing version. Using the rich behavioral data collected from the digital platform, we developed machine learning models (MLMs) to achieve automated creativity assessment. The primary objective was to ensure accurate evaluation of individual creativity while effectively mitigating the influence of subjectivity and reducing costs. Specifically, the following steps were taken: First, by integrating a literature review, expert evaluations, and participant behavioral data, a creativity assessment framework that incorporated process-based indicators was constructed. Second, the validity of this framework was evaluated from three aspects: content validity, construct validity, and criterion-related validity. Third, several features from the framework were selected to train the MLMs. Subsequently, four MLMs were compared, and the best-performing model (i.e., the Weighted Ensemble) was identified for future automated creativity assessment. Results indicated that this model could accurately evaluate creativity with high efficiency and reliability.

这项研究将传统的图形组合任务（GCT）这一典型的创造力评估工具转变为在线测试版本。利用从数字平台收集的丰富行为数据，我们开发了机器学习模型（MLMs）来实现自动化创造力评估。主要目标是确保对个人创造力的准确评价，同时有效减轻主观性的影响并降低成本。具体步骤如下：首先，通过整合文献综述、专家评价和参与者行为数据，构建了一个包含基于过程的指标的创造力评估框架。其次，从内容效度、结构效度和标准相关效度三个方面对该框架进行效度评价。第三，从框架中选择几个特征来训练传销。随后，对四种传销进行了比较，并确定了表现最佳的模型（即加权集合），用于未来的自动化创造力评估。结果表明，该模型能够准确地评价创造力，具有较高的效率和可靠性。

{"title":"Using Machine Learning Techniques for Evaluating Creativity in Graphic Combination Task (GCT) Among Chinese College Students","authors":"Yushan Xiao , Li Yuan , Songqi Gao , Qunlin Chen , Songhua Yang , Lei Guo","doi":"10.1016/j.tsc.2025.102050","DOIUrl":"10.1016/j.tsc.2025.102050","url":null,"abstract":"<div><div>This study transformed the conventional Graphic Combination Task (GCT), a typically used creativity assessment tool, into an online testing version. Using the rich behavioral data collected from the digital platform, we developed machine learning models (MLMs) to achieve automated creativity assessment. The primary objective was to ensure accurate evaluation of individual creativity while effectively mitigating the influence of subjectivity and reducing costs. Specifically, the following steps were taken: First, by integrating a literature review, expert evaluations, and participant behavioral data, a creativity assessment framework that incorporated process-based indicators was constructed. Second, the validity of this framework was evaluated from three aspects: content validity, construct validity, and criterion-related validity. Third, several features from the framework were selected to train the MLMs. Subsequently, four MLMs were compared, and the best-performing model (i.e., the Weighted Ensemble) was identified for future automated creativity assessment. Results indicated that this model could accurately evaluate creativity with high efficiency and reliability.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102050"},"PeriodicalIF":4.5,"publicationDate":"2025-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145475869","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 thinking skills: Transitioning from routine to creative design spaces 培养思维技能：从常规到创意设计空间的过渡

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-10-30 DOI: 10.1016/j.tsc.2025.102048

Yi-Teng Shih, Luqian Wang, Chun Wang To

Many empirical studies on creativity focus on designers’ cognitive design processes. However, the existing research on design creativity outcomes does not provide sufficient information. This study addresses this gap by investigating the characteristics of award-winning student designs, which represent a recognized standard of creative excellence. Employing an inductive methodology, this research analyzed expert evaluations of student design work. A rigorous inductive thematic analysis, using a dual-coder protocol, was performed on 353 creative characteristics identified by experts across 100 assessments. This analysis yielded three primary variables for defining creative design outcomes: Aesthetic, Usability, and Impact. These variables were integrated into a visual pedagogical model adapted from Gero’s creative design space model. In a practical application of this framework, student participants subsequently secured 23 international design awards (e.g., Red Dot Award, European Product Design Award) between 2021 and 2024. The results indicate that the proposed model is an effective tool for enhancing student design creativity, team communication, and confidence. This research contributes a validated, outcome-oriented framework for design education, offering a structured approach for cultivating and assessing high-level design innovation.

许多关于创造力的实证研究关注的是设计师的认知设计过程。然而，现有的关于设计创意结果的研究并没有提供足够的信息。本研究通过调查获奖学生设计的特征来解决这一差距，这些设计代表了公认的卓越创意标准。本研究采用归纳方法，分析了专家对学生设计作品的评价。采用双编码协议，对专家在100项评估中确定的353个创意特征进行了严格的归纳主题分析。这种分析产生了定义创造性设计结果的三个主要变量：美学、可用性和影响。这些变量被整合到一个视觉教学模型中，该模型改编自Gero的创意设计空间模型。在该框架的实际应用中，学生参与者随后在2021年至2024年期间获得了23个国际设计奖（例如红点奖，欧洲产品设计奖）。研究结果显示，本模型是提升学生设计创意、团队沟通及自信心的有效工具。本研究为设计教育提供了一个有效的、以结果为导向的框架，为培养和评估高层次的设计创新提供了一个结构化的方法。

{"title":"Fostering thinking skills: Transitioning from routine to creative design spaces","authors":"Yi-Teng Shih, Luqian Wang, Chun Wang To","doi":"10.1016/j.tsc.2025.102048","DOIUrl":"10.1016/j.tsc.2025.102048","url":null,"abstract":"<div><div>Many empirical studies on creativity focus on designers’ cognitive design processes. However, the existing research on design creativity outcomes does not provide sufficient information. This study addresses this gap by investigating the characteristics of award-winning student designs, which represent a recognized standard of creative excellence. Employing an inductive methodology, this research analyzed expert evaluations of student design work. A rigorous inductive thematic analysis, using a dual-coder protocol, was performed on 353 creative characteristics identified by experts across 100 assessments. This analysis yielded three primary variables for defining creative design outcomes: Aesthetic, Usability, and Impact. These variables were integrated into a visual pedagogical model adapted from Gero’s creative design space model. In a practical application of this framework, student participants subsequently secured 23 international design awards (e.g., Red Dot Award, European Product Design Award) between 2021 and 2024. The results indicate that the proposed model is an effective tool for enhancing student design creativity, team communication, and confidence. This research contributes a validated, outcome-oriented framework for design education, offering a structured approach for cultivating and assessing high-level design innovation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102048"},"PeriodicalIF":4.5,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145442522","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