Thinking Skills and Creativity最新文献

{"title":"The effects of game design on students’ creative performance in video game environments","authors":"Shuyu Huang ,&nbsp;Meihua Qian ,&nbsp;Qianyi Gao","doi":"10.1016/j.tsc.2025.102009","DOIUrl":"10.1016/j.tsc.2025.102009","url":null,"abstract":"<div><div>Although some researchers have suggested that video games such as Minecraft have the potential to foster student creativity, little is known regarding how educational games should be designed to effectively promote creativity. To address this gap, this study aimed to develop an educational game by modifying Minecraft and evaluate the effects of two game design features, challenge and autonomy, on the in-game creative performance of middle school students. A creativity support game intervention was implemented with 88 sixth-grade students. The results revealed that games incorporating challenge and autonomy had a positive influence on students' in-game creative performance. This impact was observed to be mediated by two factors: creative self-efficacy and engagement. Findings of the current study suggest that designing educational games with specific features can enhance students' creative performance within the game environment.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102009"},"PeriodicalIF":4.5,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pseudo-creativity and authentic creativity differ in conceptual boundaries","authors":"Yujie Yao ,&nbsp;Mark A. Runco ,&nbsp;Ce Mo ,&nbsp;Shijia Zhang ,&nbsp;Muxian Zhang ,&nbsp;Lei Mo","doi":"10.1016/j.tsc.2025.102007","DOIUrl":"10.1016/j.tsc.2025.102007","url":null,"abstract":"<div><div>Creativity requires both originality and effectiveness. Originality without effectiveness indicates pseudo-creativity, often due to deficits in idea evaluation. Research on the processes underlying pseudo-creativity and authentic creativity is limited. This study operationally identified individuals with pseudo-creative tendencies and compared them with authentically creative individuals using associative thinking tasks related to idea generation, focusing on memory search and semantic memory representations. In Experiment 1, moderation analysis classified participants into three groups based on multiple creativity measurements: authentic creativity, pseudo-creativity, and low creativity (control). These groups completed a goal-directed association task involving animal concept searching. Results showed that pseudo-creativity was associated with reduced clustering and cluster switching, along with more frequent hard switching. Experiment 2 constructed semantic networks for the three groups using free association, revealing that pseudo-creativity group exhibited a de-structured and hyperconnective semantic network. These findings provide the first characterization of the cognitive processes underlying pseudo-creativity. They reveal that pseudo-creativity exhibits looser conceptual boundaries and demonstrates differences from authentic creativity as early as the idea-generation phase. This offers a direct investigation for the theory that creativity requires a balance between the flexibility and rigidity of lexicon structure.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102007"},"PeriodicalIF":4.5,"publicationDate":"2025-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What does creativity look like in preschool? A multi-method examination of unity and diversity in preschoolers’ creativity","authors":"Violet V. Cieslik,&nbsp;Ulrich Müller,&nbsp;Paweena Sukhawathanakul","doi":"10.1016/j.tsc.2025.102006","DOIUrl":"10.1016/j.tsc.2025.102006","url":null,"abstract":"<div><div>Creativity is a multifaceted construct that manifests itself in a variety of modalities. While previous research suggests that creativity is a diversified skill in school-aged children and adults, little is known about preschoolers’ creativity. This study aims to identify the structure of creativity in a sample of preschoolers (<em>N</em> = 83, M_age 4.40 years). We examined associations between three performance-based creativity measures and one parent-report measure of creativity. Findings from bivariate analysis and confirmatory factor analysis (CFA) revealed substantive associations within and non-substantive associations between creativity tasks and parent-report items. Results provide preliminary evidence of diversity in performance-based assessments and unity in parent-report measures of preschool creativity. Results also showed inconsistent associations between performance-based and parent-report measures of creativity in preschool, suggesting measures are capturing different facets of preschoolers' creativity. These results shed light on the multidimensional structure of creativity, the validity of behavioural measures of creativity, and contribute to the conceptualization and assessment of creativity in early childhood.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102006"},"PeriodicalIF":4.5,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The association between trauma exposure and creativity: The roles of trait resilience and psychological richness","authors":"Yiming Liang ,&nbsp;Aiping Yang ,&nbsp;Yiming Zhao ,&nbsp;Jiajun Guo ,&nbsp;Weiguo Pang","doi":"10.1016/j.tsc.2025.102008","DOIUrl":"10.1016/j.tsc.2025.102008","url":null,"abstract":"<div><div>While previous research has predominantly concentrated on the immediate impact of trauma on creativity, the current study delves into the enduring impact of traumatic experiences on creative thinking and behaviors. Moreover, this investigation explores the potential roles that trait resilience and psychological richness may play in the interplay between trauma and creativity. The data collection process involved administering questionnaires to assess participants’ trauma history, psychological richness, trait resilience, and creative activities and achievements. Additionally, the Alternative Uses Test was utilized to evaluate creative thinking. This study gathered data from a sample of 649 college students (228 males and 421 females). Findings from the path analysis model reveal that: (1) exposure to trauma can positively predict the four facets of creativity — fluency (β = 0.146), originality (β = 0.193), engagement in creative activities (β = 0.170), and creative accomplishments (β = 0.200); (2) trait resilience is positively related to both fluency (β = 0.198) and originality (β = 0.185), and it serves as a moderator in the relationship between trauma exposure and creative accomplishments and activities; and (3) psychological richness acts as a mediator in the effects of trauma exposure on originality (β = 0.012), creative accomplishments (β = 0.014), and the frequency of creative activities (β = 0.025). By extending the scope of existing research on trauma and creativity, this study offers valuable insights into the development of effective psychological interventions for individuals coping with trauma's aftermath.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102008"},"PeriodicalIF":4.5,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modeling system dynamics in computational thinking integration using causal loop diagrams","authors":"Ali Hamidi,&nbsp;Sadaf Salavati","doi":"10.1016/j.tsc.2025.102003","DOIUrl":"10.1016/j.tsc.2025.102003","url":null,"abstract":"<div><div>System dynamics provides a valuable framework for analyzing the complexities of a system over time. Using causal loop diagrams (CLDs), this study identifies two feedback mechanisms in the context of integrating computational thinking (CT) into education, focusing on leverage points such as coding-centric curricula and teacher competence development. The modeling shows how reinforcing and balancing feedback loops shape system behavior, demonstrating that interventions like coding-based approaches can deliver immediate benefits but risk hindering the long-term development of broader CT skills applicable to interdisciplinary problem-solving. The study enhances the analysis by uncovering patterns emerging from system dynamics, including the constraints limiting growth, reliance on symptomatic solutions, unintended consequences of quick fixes, and the prioritization of successful areas at the expense of others. These patterns highlight the importance of addressing foundational issues, such as teacher training and comprehensive curriculum design, to avoid overshadowing other critical goals of CT applications in interdisciplinary fields. By synthesizing CLDs, the study showcases the circular interactions between variables and the diverse dynamics influencing CT education, offering insights into potential scenarios and storylines for integrating CT into education systems.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102003"},"PeriodicalIF":4.5,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145118672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Computer programming MOOC for young technology creators: Developmental research","authors":"Marina Lepp,&nbsp;Piret Luik,&nbsp;Tauno Palts","doi":"10.1016/j.tsc.2025.102002","DOIUrl":"10.1016/j.tsc.2025.102002","url":null,"abstract":"<div><div>In modern society, programming has become a valuable skill for everyone. However, a shortage of computer science teachers in schools limits students’ opportunities to develop these skills. To address this gap, developing computer programming MOOCs can be a scalable solution, enabling students to transition from technology users to creators. This paper aims to analyze, describe, and evaluate the development process of the computer programming MOOC “From Technology Consumer to Creator” (TCC) for youths, highlighting its potential to mitigate the shortage of computer science education opportunities. Developmental research design is used to research the TCC course development process. Stages of the ADDIE model (Analyze, Design, Development, Implementation, Evaluation) are used to describe the process. 1386 students from more than half of the secondary-level schools in Estonia participated in the course, and more than 40 % of participants finished the course successfully. Results show that both learners and mentors were satisfied with the topics and course materials and found the course to be useful, interesting, and feasible. Human support from mentors and organizers is more valuable to adolescents than machine support, such as automated feedback. Overall, the TCC course is a good example of an introductory programming MOOC for adolescents, where successful students can continue their studies at the university. The results of our study provide valuable insights for developing programming MOOCs with various engagement strategies for increasing course completion rates for young people, which can benefit other MOOC developers and instructors planning computer science courses for youths.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102002"},"PeriodicalIF":4.5,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How collaborative problem solving promotes higher-order thinking skills: A systematic review of design features and processes","authors":"Haydeé Ceballos ,&nbsp;Theo van den Bogaart ,&nbsp;Stan van Ginkel ,&nbsp;Jeroen Spandaw ,&nbsp;Paul Drijvers","doi":"10.1016/j.tsc.2025.102001","DOIUrl":"10.1016/j.tsc.2025.102001","url":null,"abstract":"<div><div>Collaborative Problem Solving (CPS) work in mathematics education are widely recognized for engaging students in cognitively demanding activities that foster Higher-Order Thinking Skills (HOTS), like critical thinking and reasoning. However, connections between design features, CPS processes, and learning outcomes remain complex and not fully understood. To address this, we applied a conjecture-based framework to systematically review 45 empirical studies published between 2010 and 2022, focusing on how specific task designs and CPS processes contribute to HOTS. We used a machine learning tool to prioritize relevant studies and streamline the selection process, ending after a threshold number of consecutive irrelevant articles. Guided by the conjecture-based framework, our analysis highlighted how cognitive processes in CPS function as essential mechanisms of learning and measurable outcomes. Specifically, design features, such as technology-supported exploratory tasks and open-ended problems, encourage reflective discourse and deeper cognitive engagement. We also found that structured group procedures, including clear roles and guided interaction protocols, improve collaboration. Nonetheless, challenges like miscommunication and uneven participation can limit CPS from fully realizing its potential to cultivate HOTS. Overall, these findings underscore the importance of aligning task design with CPS processes and using strategies to address collaboration barriers, particularly those related to communication. Without clear protocols and consistent dialogue, even well-designed CPS tasks can fail to cultivate HOTS. In conclusion, this review offers practical insights for educators and researchers implementing CPS effectively in mathematics education, highlighting that fostering open, structured communication is vital for optimizing both collaborative processes and the development of advanced cognitive skills.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102001"},"PeriodicalIF":4.5,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From text understanding to creativity: Examining the interplay of metacognition, self-efficacy, reading comprehension, and divergent thinking in students’ problem-solving performance","authors":"Azizul Ghofar Candra Wicaksono ,&nbsp;Peter Seban ,&nbsp;Matúš Brziak ,&nbsp;Kamila Urban","doi":"10.1016/j.tsc.2025.101999","DOIUrl":"10.1016/j.tsc.2025.101999","url":null,"abstract":"<div><div>Fostering students’ problem-solving skills is a challenge that requires understanding various cognitive, metacognitive, and motivational factors. However, the combined role of these potential correlates has not yet been studied comprehensively. The present cross-sectional study aimed to explore the interplay between metacognitive skills, self-efficacy, text-based comprehension, and divergent thinking in relation to students’ ill-defined problem-solving performance. A total of 242 undergraduate students (<em>M</em>_age = 20.74, 223 female) of psychology and pedagogy participated in the study. The results showed that higher levels of text-based comprehension of the passage’s content, metacognitive skills, and divergent thinking were associated with greater quality and originality of solutions in an ill-defined problem-solving task. Although reading self-efficacy and creative self-efficacy were not directly associated with problem-solving performance, they showed significant indirect associations: reading self-efficacy was associated with better problem-solving accuracy via enhanced text-based comprehension, and creative self-efficacy with more novel solutions through increased divergent thinking. These findings provide insights into cognitive, metacognitive, and motivational factors that may support the development of problem-solving skills, with implications for educational practices.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101999"},"PeriodicalIF":4.5,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Computational analysis of individual differences in metaphor comprehension and cognitive abilities","authors":"Ryunosuke Oka ,&nbsp;Takashi Kusumi ,&nbsp;Akira Utsumi","doi":"10.1016/j.tsc.2025.101997","DOIUrl":"10.1016/j.tsc.2025.101997","url":null,"abstract":"<div><div>In this study, we investigated how individual differences in cognitive abilities (i.e., fluid intelligence, broad retrieval ability, and similarity reasoning ability) relate to the human metaphor comprehension process using the prediction model with two processes (spreading activation of the vehicle, <em>m</em>, and constraint in the topic, <em>k</em>) to compute metaphor interpretations. The participants (<em>N</em> = 85) completed cognitive ability tasks (Japanese version of the Semantic Similarities Test, Raven Progressive Matrices Short, and Ideation fluency task) and a metaphorical interpretation task, in which they listed multiple features of the presented metaphors. Each participant’s interpretation of the metaphors was modeled using the predication model, and the parameters (<em>k</em> and <em>m</em>) were determined to maximize the evaluation metrics (Mean Average Precision and Mean Reciprocal Rank). We found that the similarity reasoning ability affected the spreading activation of the vehicle concept and the degree of constraints on the topic. Compared to previous studies that found that the outcome of metaphor comprehension relates to similarity reasoning ability, our results showed that similarity reasoning ability is also related to the processes of metaphor comprehension.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101997"},"PeriodicalIF":4.5,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curricular spaces of ma 間 for cultivating undergraduate learning and personal growth: Evidence from capstone presentations in a STEM program","authors":"Yuko Taniguchi ,&nbsp;Robert M. Erdmann ,&nbsp;Shanze Hayee ,&nbsp;Jennifer Wacek ,&nbsp;Gemma Punti ,&nbsp;Puja Chhetri ,&nbsp;Daniel R. Turin ,&nbsp;Carolyn Privet-Chesterman ,&nbsp;Shannon Anderson ,&nbsp;Biiwaabik Hunt ,&nbsp;Kathryn R. Cullen","doi":"10.1016/j.tsc.2025.101998","DOIUrl":"10.1016/j.tsc.2025.101998","url":null,"abstract":"<div><h3>Aim</h3><div>This study examined learning processes in the context of a Capstone program for undergraduate seniors enrolled in a health sciences-focused university. During their Capstone, students design a personalized final-year curriculum, engage in structured reflection, and publicly present their learning. Applying the curricular space model (Blasco, 2016) which incorporates the Japanese notion of <em>ma</em>, an intentional gap that facilitates learning, we explored the impact of the interplay between three curricular spaces (cognitive, autonomy, and reflection) on innovative and creative thinking in Capstone final presentations.</div></div><div><h3>Method</h3><div>Using reflexive thematic analysis and content analysis, we analyzed 74 presentation videos (15 % of Capstone presentations from 2017–2022), including 42 distinguished presentations and 32 randomly selected ones.</div></div><div><h3>Results</h3><div>Student presentations revealed six themes that shed light on the impact of curricular space on learning: (1) Humorous presentation of challenges, (2) Empathetic storytelling, (3) Pre- and post-capstone, (4) Truth statement, (5) Detailed critical incident, and (6) Acknowledgement as a mode of reflection. Content analysis revealed that three codes (“Unordinary,” “Vulnerability,” and “Sensory”) were highly connected to most other codes, highlighting these as centrally important learning phenomena, and further identified especially strong links between “Vulnerability” and “Authenticity.” No significant differences were identified between the distinguished and non-distinguished Capstone presentations.</div></div><div><h3>Discussion</h3><div>Our analysis revealed that personal growth and identity development were key learning outcomes in the Capstone presentations, which emerged through prioritizing reflective and imaginative spaces and expressed through creative, authentic self-representation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101998"},"PeriodicalIF":4.5,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145026442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}