Related Experiment Videos
Can a self-regulated flipped classroom improve creative performance? Evidence from a randomized controlled trial
Yongkang Chen1, Jinping Feng2, Yueqin Ning3
1Zhongyuan University of Technology, Zhengzhou, China.
Introduction:
Creativity is widely acknowledged as an essential competency in art and design education, but approaches for developing it through pedagogical interventions have not been sufficiently explored. This study employed a 16-week self-regulated flipped classroom intervention to examine creativity outcomes, focusing on divergent and convergent thinking.
Methods:
A randomized controlled trial was conducted with art and design students assigned to either an intervention group (n = 24) or a control group (n = 24). Creativity was assessed before and after the intervention using the Guilford Alternate Uses Test and the Remote Associates Test.
Results:
The findings indicated that students in the flipped classroom performed better on divergent thinking (especially on fluency and originality) than those in traditional classrooms. No significant effects were observed for flexibility, elaboration, or convergent thinking.
Discussion:
These findings suggest that self-regulated flipped learning may be an effective approach for fostering generative aspects of creativity in art and design education. This study contributes to the growing literature by highlighting the role of instructional design in supporting different dimensions of creative development.
Related Concept Videos
01:21Cognitive Learning
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
01:25Creative Thinking
Divergent thinking is the...
01:04Social Facilitation