Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight 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...
Creative Thinking01:25

Creative Thinking

Creative thinking encompasses innovative and unconventional methods for addressing challenges, often leading to groundbreaking solutions. Instead of focusing solely on enhancing existing systems, such as increasing smartphone battery capacity, creative thinking might inspire advancements like energy-efficient batteries or processors that minimize power consumption. This multidimensional approach underscores the importance of exploring novel pathways to innovation.
Divergent thinking is the...
Social Facilitation01:04

Social Facilitation

Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Risk factors for episiotomy during vaginal birth: A systematic review and meta-analysis.

Medicine·2026
Same author

The regulatory mechanism and clinical significance of RNA editing in prostate cancer.

Current urology·2026
Same author

Epidemiology of eyelid disorders in an elderly population: Tehran Geriatric Eye Study.

BMC ophthalmology·2026
Same author

Retinal Racemose Hemangioma With Vascular Occlusion.

JAMA ophthalmology·2026
Same author

Measuring children's spatial accessibility to urban park green spaces.

Scientific reports·2026
Same author

Immune-Mediated IgA Nephropathy Induced by PD-1 Blockade in Extranodal NK/T-Cell Lymphoma.

International medical case reports journal·2026

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.

Frontiers in Psychology
|June 15, 2026
PubMed
Summary
This summary is machine-generated.

A 16-week flipped classroom intervention improved divergent thinking, specifically fluency and originality, in art and design students. This self-regulated learning approach shows promise for enhancing creativity in educational settings.

Keywords:
art and design educationconvergent thinkingcreativitydivergent thinkingflipped classroomself-regulated learning

Related Experiment Videos

Area of Science:

  • Educational Psychology
  • Creative Studies
  • Instructional Design

Background:

  • Creativity is a crucial skill in art and design education, yet pedagogical strategies for its development are underexplored.
  • Existing research lacks sufficient investigation into effective methods for fostering creativity through targeted interventions.

Purpose of the Study:

  • To investigate the impact of a 16-week self-regulated flipped classroom intervention on creativity outcomes in art and design students.
  • To specifically examine effects on divergent and convergent thinking.

Main Methods:

  • A randomized controlled trial involved 48 art and design students, divided into an intervention (flipped classroom) and a control (traditional classroom) group.
  • Creativity was assessed pre- and post-intervention using the Guilford Alternate Uses Test (divergent thinking) and the Remote Associates Test (convergent thinking).

Main Results:

  • Students in the flipped classroom intervention demonstrated significantly better performance in divergent thinking, particularly in fluency and originality.
  • No statistically significant differences were found between the groups regarding flexibility, elaboration, or convergent thinking.

Conclusions:

  • Self-regulated flipped learning presents a viable pedagogical model for enhancing the generative aspects of creativity in art and design education.
  • Instructional design plays a critical role in supporting diverse dimensions of creative development, warranting further research.