The effectiveness of CPS+SCAMPER teaching mode and strategies on student creativity

Abstract

This study explores the integration of the Creative Problem-Solving (CPS) model with the SCAMPER strategy (Substitute, Combine, Adapt, Modify, Put to Other Uses, Eliminate, Rearrange/Reverse) within the context of architectural interior design education. Seventy third-year interior design students aged 20 to 22 participated in a seven-week experimental program. The research meticulously detailed the application methods of the CPS+SCAMPER teaching model, emphasizing the comprehensive process from the inception of creative ideas to their final execution. Data collected through quantitative and qualitative research methods revealed that, compared to the control group, the experimental group exhibited remarkable improvements across four critical indicators of creativity: fluency, flexibility, originality, and elaboration. Moreover, the experimental group demonstrated notably higher enhancements in creative process evaluations and creative trait motivation assessments. The findings underscore that the combined CPS+SCAMPER teaching model and strategies significantly bolster students' design innovation capabilities and motivation. This integrated approach establishes a practical pedagogical framework for interior design education. It offers remarkable flexibility and inclusiveness, making it applicable to various design and non-design disciplines.