Multivariate Analysis of Co-creation Activities in University Education

Abstract

<p style="text-align: justify;">This paper investigates the viewpoints and perspectives of 179 undergraduate students engaged in a co-creation project regarding their anticipated progress, exploring, simultaneously, the affecting factors. The students attended the physics course in the Department of Industrial Design and Production Engineering at the University of West Attica, Greece. The investigation is implemented through a questionnaire that appraises the students' co-creation expectations in association with collected demographic data via twenty-two close-ended questions (Q1-Q22). Several statistical data sets are presented, including descriptive and correlation statistics and principal component and exploratory factor analyses. The majority of the replies are provided by male participants in their first year of study, with an average age of between 18 and 19. The correlation coefficient between the questions ranges from -.04 to.73, with the maximum occurring between the questions Q19 and Q20. Factor analysis justified by KMO (.862) and Bartlett’s sphericity (1749.843, p= .000) tests indicates five principal components within the following factors determining the undergraduate co-creation activities: responsible behaviour, feedback, helping, tolerance, and personal interaction. The above findings may contribute to the implementation of students’ co-creation as they are valuable tools for the design and pre-requisites for a successful implementation.</p>

Design Thinking as a Co-Creation Methodology in Higher Education. A Perspective on the Development of Teamwork and Skill Cultivation

“…Initially, training sessions were conducted by the professor on qualitative and constructive feedback, expressing students' viewpoints in discussions, leadership skills, and conflict resolution, according to Geraghty et al (2020), Jensen andBennett (2016), andStalmeijer et al (2016). The specific students had sufficient conditions to complete the approach (Vardakosta et al, 2022).…”

Co‐created in vivo pharmacology practical classes using the novel organism Lumbriculus variegatus

“…21,22 Studies have demonstrated that co-creation facilitates learning and can improve students' skills and knowledge acquisition. 23,24 Co-creation can present as challenging for both students and teachers; however, these challenges can be addressed by involving students early to build their confidence and developing strategies to support student engagement. 25 Herein, we present the first documented implementation of co-creation within a biomedical sciences programme within in vivo practical classes.…”

“…Co‐creation of learning environments enables students to collaborate with educators in the design of their own learning experience with the educator becoming a co‐student, accepting students as knowledgeable participants and partners in their learning experience 21,22 . Studies have demonstrated that co‐creation facilitates learning and can improve students' skills and knowledge acquisition 23,24 . Co‐creation can present as challenging for both students and teachers; however, these challenges can be addressed by involving students early to build their confidence and developing strategies to support student engagement 25 .…”