The relationship between individual characteristics and ideation behavior: an empirical study of storyboards

Teng, Pei-Shan; Cai, Dengchuan; Yu, Tai-Kuei

doi:10.1007/s10798-014-9264-1

Cited by 7 publications

(4 citation statements)

References 22 publications

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“…As gender and social context (defined as class section in the present study) have known effects on learning behaviors (Jones et al, ; Jordan & McDaniel, ; Teng, Cai, & Yu, ), a two‐way ANOVA was performed to detect their possible impacts on the normalized gain scores and three design operation measures. Results indicated no statistically significant effects by gender and class section.…”

Section: Methodsmentioning

confidence: 99%

Bridging the design‐science gap with tools: Science learning and design behaviors in a simulated environment for engineering design

et al. 2017

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Many pedagogical innovations aim to integrate engineering design and science learning. However, students frequently show little attempt or have difficulties in connecting their design projects with the underlying science. Drawing upon the Cultural‐Historical Activity Theory, we argue that the design tools available in a learning environment implicitly shape knowledge development as they mediate students’ design actions. To explore the roles of tools in design‐science integrated learning environments, this study investigated how secondary students’ tool‐mediated design actions were linked with their science learning in a tool‐rich design environment with minimal explicit guidance. Eighty‐three ninth‐grade students completed an energy‐efficient home design challenge in a simulated environment for engineering design supported by rich design tools. Results showed that students substantially improved their knowledge as a result of designing with the tools. Further, their learning gains were positively associated with three types of design actions—representation, analysis, and reflection—measured by the cumulative counts of relevant computer logs. In addition, these design actions were linked with learning gains in ways that were consistent with their theoretical impacts on knowledge development. These findings suggest that, instead of being passive components in a learning environment, tools considerably shape design processes, and learning paths. As such, tools offer possibilities to help bridge the design‐science gap. © 2017 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 9999:1049–1096, 2017

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Section: Methodsmentioning

confidence: 99%

Bridging the design‐science gap with tools: Science learning and design behaviors in a simulated environment for engineering design

et al. 2017

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“…Similarly, research indicates that collaboration in design can prompt students to generate a greater number of design concepts. The more ideas and concepts generated during the design c reation process, the more it can enhance design creativity [17,31]. Collaboration plays a significant role in fostering design creativity.…”

Section: Design Creativity and Design Educationmentioning

confidence: 99%

The impact of an interdisciplinary co-creation teaching model on the design and creative abilities of college students in a smart classroom environment

Tian,

Phongsatha,

Phongsatha

2024

ijirss

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The aim of this study was to investigate the impact of the interdisciplinary co-creation teaching model on students' design creativity and learning perception within a smart classroom environment. Eighty participants were randomly selected from a Chinese university and assigned to either the experimental or control group in this quasi-experimental study. Students in the control group were instructed with an interdisciplinary teaching model in the traditional classroom while respondents in the experimental group were taught with an interdisciplinary co-creation teaching model in a smart classroom environment. The two groups' differences in perceptions of learning and design creativity were measured using pre- and post-tests. Independent t-test samples were used to analyze data for design creativity and paired sample t-tests were used for learning perception. The results showed that there are significant differences between the impact of the interdisciplinary teaching model used in a traditional classroom environment and the interdisciplinary co-creation teaching model used in a smart classroom environment on students' design creativity and learning perception. The latter approach was found to be more effective in improving students' design creativity and learning perception. It can be seen that the interdisciplinary co-creation teaching model in the smart classroom environment is not only a teaching tool but also a new teaching model. It allows students to obtain comprehensive learning and perception improvements during the learning process thereby improving students' design creativity.

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“…Graphic organizers refer to the visualized tools that present knowledge and concepts, and relationships between concepts to facilitate learning and instruction (Colliot & Jamet, 2018; Kim, Vaughn, Wanzek, & Wei, 2004). There are various types of graphic organizers which take many forms, such as storyboards (Teng, Cai, & Yu, 2014), concept maps (Hwang, Yang, & Wang, 2013), mind maps (Stokhof, De Vries, Bastiaens, & Martens, 2020), flowcharts (Kester & Kirschner, 2009) and knowledge grids (Cannataro & Talia, 2004). In the past decades, researchers have reported the advantages of using graphic organizers in educational applications.…”

Section: Literature Reviewmentioning

confidence: 99%

A multidimensional repertory grid as a graphic organizer for implementing digital games to promote students’ learning performances and behaviors

Hwang¹,

Chien²,

Li³

2020

Brit J Educational Tech

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Digital game‐based learning (DGBL) is a frequently adopted mode for facilitating teaching and learning, where learners are immersed in game contexts to engage in gameplay and to construct meaningful knowledge. However, without guidance, students might have difficulties organizing what they have experienced in gaming contexts. Thus, in this research, a multidimensional repertory grid (MDRG) approach was proposed, and a digital game was implemented accordingly. Moreover, an experiment was executed in a geography course to examine the effectiveness of the strategy. A total of 83 high school students (15.5 years old on average) participated in the experiment. The experimental group learned with the multidimensional repertory grid‐based educational game, while the control group learned with the conventional gaming mode. The analysis results revealed that the experimental group had better learning achievement as well as higher learning motivation, self‐efficacy and metacognition awareness. In addition, the behavioral analysis and interview results revealed that those learning with the proposed strategy had a greater tendency to promote higher order thinking. Accordingly, the limitations and suggestions for future research are provided. What is already known about this topic Digital game‐based learning is an effective teaching approach that enables learners to effectively acquire knowledge in joyful contexts, hence enhancing their learning achievement and learning motivation. Suitable strategies should be embedded in games to enable students to have a higher level of thinking ability and to improve their academic performance. In view of guiding students to observe from multi‐dimensional perspectives, a repertory grid is believed to be a suitable tool since it enables students to observe different learning objects according to different aspects and elements. What this paper adds A multi‐dimensional repertory grid‐based educational game (MDRG game) was developed to facilitate students’ learning achievement, learning motivation, and self‐efficacy as well as their metacognition awareness. In addition to promoting students’ learning outcomes, students’ learning behavioral transition diagrams were presented and interview results were analyzed in this study. Implications for practice and/or policy Traditional graphs or tables could help students memorize and understand features of learning objects; however, it is not easy to promote students’ higher order thinking skills of making comparisons and reflections from multiple dimensions. The multi‐dimensional repertory grid‐based feedback provides students with systematically organized information to make comparisons and reflections, which furthermore enhances students’ higher order thinking competences. Embedding suitable strategies (e.g., multi‐dimensional repertory grid‐based feedback) in games can effectively improve students’ learning performance without increasing their cognitive load.

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The relationship between individual characteristics and ideation behavior: an empirical study of storyboards

Cited by 7 publications

References 22 publications

Bridging the design‐science gap with tools: Science learning and design behaviors in a simulated environment for engineering design

Bridging the design‐science gap with tools: Science learning and design behaviors in a simulated environment for engineering design

The impact of an interdisciplinary co-creation teaching model on the design and creative abilities of college students in a smart classroom environment

A multidimensional repertory grid as a graphic organizer for implementing digital games to promote students’ learning performances and behaviors

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