ENHANCING CREATIVE THINKING IN NON-MAJOR COMPUTER SCIENCE STUDENTS THROUGH INTERACTIVE VISUAL LEARNING ENVIRONMENTS
DOI:
https://doi.org/10.55197/qjssh.v5iSI1.579Keywords:
innovative visual learning environment, non-major Computer Science, creative thinking, Torrance Tests of Creative Thinking, Torrance Incubation ModelAbstract
This study investigates the impact of an interactive visual learning environment on creative thinking and performance among non-major computer science students. Utilizing the Torrance Incubation Model (TIM) and visual interactive tools, the research aimed to enhance creative thinking skills. A pre-experimental, single-group, pre-post-test design was employed, involving sixteen non-random, non-major undergraduate computer science students. Participants were exposed to a visual interactive learning environment using visualization for five weeks. Before and after the intervention, participants completed Torrance Tests of Creative Thinking (TTCT). Descriptive and inferential statistical analyses were conducted on the data. The findings indicated that, except for verbal fluency and certain verbal dimensions of creative thinking, students' performance and creativity significantly improved after learning in the visually interactive environment. However, no significant correlation was found between different domains of creative thinking (figurative and verbal) and performance. The study's implications suggest that learners effectively adapt to interactive visual tools to enhance comprehension, also positively influences learners' creative capabilities, indicating the efficacy of integrating visual interactive tools in educational settings. This study contributes to the growing body of research on educational technology and creative pedagogy, providing insights for educators and policymakers on effective strategies to enhance creativity and performance in higher education.
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