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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
Summary
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.
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.
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