学习分析中的创造力:一个系统的文献综述
Siamak Mirzaei1, Hooman Nikmehr2, Sisi Liu1
1UniSA Online, University of South Australia, Adelaide 5000, Australia.
Journal of Intelligence
|December 24, 2025
概括
学习分析 (LA) 可以支持和增强教育中的创造力. 这次审查突出了LALA的重点.
科学领域:
- 教育技术的教育技术
- 学习分析学习分析
- 创造力研究 创造力研究
背景情况:
- 创造力是21世纪创新和解决问题的重要技能.
- 教育系统越来越多地关注培养创造性思维.
- 学习分析 (LA) 提供了支持和测量创造力的潜力.
研究的目的:
- 系统地审查如何在学习分析 (LA) 环境中运行创造力.
- 综合实证研究,理论框架和方法论的创新在LA的创造力.
- 识别用于捕捉创意过程和成果的评估框架和工具.
主要方法:
- 经验研究和理论框架的系统文献综述.
- 在主要的学术数据库 (Web of Science,Scopus,ERIC,ProQuest,Google Scholar) 进行的搜索.
- 分析如何在LA研究中定义和测量创造力,包括"创造力的4P"框架.
主要成果:
- 确定了LA创意的多种评估框架 (分歧思维,基于产品,行为,以过程为导向).
- 诸如自动评分,多式联运分析和人工智能增强评估等工具显示出客观测量的潜力.
- 挑战包括定义的模糊性,不一致的指标,可扩展性和有关数据隐私的伦理问题.
结论:
- 学习分析具有很大的潜力,可以促进和评估教育环境中的创造力.
- 需要标准化,强大的方法和包容性框架在LA的创造力.
- 未来的研究应该解决发现的差距,以推进使用LA评估和培养创造力的创新方法.
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