Search Results (1,366)

Art therapy serves as a crucial intervention modality for children with autism spectrum disorder (ASD), demonstrating unique value in emotional expression, sensory integration, and social communication. However, current practice presents critical challenges, including the disconnect between design expertise and clinical needs, unclear mechanisms of environmental factors’ impact on therapeutic outcomes, and insufficient evidence-based support for technology integration. Purpose: This study aimed to construct an evidence-based theoretical framework for art therapy environment design for children with autism, clarifying the relationship between environmental design elements and therapeutic effectiveness. Methodology: Based on the Web of Science database, this study employed a dual-track approach comprising bibliometric analysis and micro-qualitative content analysis to systematically examine the knowledge structure and developmental trends. Research hotspots were identified through keyword co-occurrence network analysis using CiteSpace, while 24 representative design cases were analyzed to gain insights into design concepts, emerging technologies, and implementation principles. Key Findings: Through keyword network visualization analysis, this study identified ten primary research clusters that were systematically categorized into four core design elements: sensory feedback design, behavioral guidance design, emotional resonance design, and therapeutic support design. A responsive therapeutic environment conceptual framework was proposed, encompassing four interconnected components based on the ABC model from positive psychology: emotional, sensory, environmental, and behavioral dimensions. Evidence-based design principles were established emphasizing child-centeredness, the promotion of multisensory expression, the achievement of dynamic feedback, and appropriate technology integration. Research Contribution: This research establishes theoretical connections between environmental design elements and art therapy effectiveness, providing a systematic design guidance framework for interdisciplinary teams, including environmental designers, clinical practitioners, technology developers, and healthcare administrators. The framework positions technology as a therapeutic mediator rather than a driver, ensuring technological integration supports rather than interferes with children’s natural creative impulses. This contributes to creating more effective environmental spaces for art therapy activities for children with autism while aligning with SDG3 goals for promoting mental health and reducing inequalities in therapeutic access. Full article

In the era of generative artificial intelligence, writing has evolved into a programmable practice capable of generating sustainable narratives and preserving cultural heritage through poetic prompts. This study proposes “Writing Is Coding ” as a paradigm for sustainability education, exploring how students engage with AI-mediated multimodal creation to address environmental challenges. Using grounded theory methodology with 57 twelfth-grade students from technology-integrated high schools, we analyzed their experiences creating environmental stories and digital cultural artifacts using MidJourney, Kling, and Sora. Data collection involved classroom observations, semi-structured interviews, and reflective journals, analyzed through systematic coding procedures (κ = 0.82). Five central themes emerged: writing as algorithmic design for sustainability (89.5%), emotional scaffolding for environmental awareness (78.9%), aesthetics of imperfection in cultural preservation (71.9%), collaborative dynamics in sustainable creativity (84.2%), and pedagogical value of prompt literacy (91.2%). Findings indicate that AI deepens environmental consciousness and reframes writing as a computational process for addressing global issues. This research contributes a theoretical framework integrating expressive writing with algorithmic thinking in AI-assisted sustainability education, aligned with SDGs 4, 11, and 13. Full article

This paper investigates the integration of Virgil Abloh’s Personal Design Language (PDL) within the broader context of architectural methodology. Through a series of workshops, architecture students and professionals engaged with Abloh’s principles to examine how subtle aesthetic and functional adjustments, grounded in artistic disciplines, can produce transformative effects on iconic 20th-century architectural forms. These workshops underscored the potential of Abloh’s interdisciplinary approach to enhance architectural discourse by introducing a novel lens through which contemporary design methodologies can be evaluated. The findings reveal that employing weighted coefficients for less commonly utilized design principles enabled novel evaluation processes, fostering creative experimentation and innovation. Additionally, this research highlights discrepancies that may arise when employing differing evaluation methodologies in the assessment of architectural work, thereby initiating a critical discussion on the public acceptance of architectural designs and the implications of varied grading frameworks in professional practice. Full article

This paper presents a novel, multi-stage modelling approach for integrating Generative AI (GenAI) tools into design-based STEM education, promoting sustainability and 21st-century problem-solving skills. The proposed methodology includes (i) a conceptual model that defines structural aspects of the domain at a high abstraction level; (ii) a contextual model for defining the internal context; (iii) a GenAI-based model for solving the STEM task, which consists of a generic model for integrating GenAI tools into STEM-driven education and a process model, presenting learning/design processes using those tools. A case study involving the design of an autonomous folkrace robot illustrates the implementation of the approach. Based on Likert-scale evaluations, quantitative results demonstrate a significant impact of GenAI tools in enhancing critical thinking, conceptual understanding, creativity, and engineering practices, particularly during the prototyping and testing phases. This paper concludes that the structured integration of GenAI tools supports personalized, inquiry-based, and sustainable STEM education, while also raising new challenges in prompt engineering and ethical use. This approach provides educators with a systematic pathway for leveraging AI to develop STEM-based skills essential for future sustainable development. Full article

Employee creativity is essential for navigating digital disruption and maintaining organizational competitiveness; however, the mechanisms through which digital leadership fosters creativity remain underexplored. This study investigates the psychological and social processes through which digital leadership influences workplace creativity. Grounded in social cognitive and social exchange theories, the proposed model incorporates innovation self-efficacy and knowledge sharing as mediators and technology readiness as a moderator. Data were collected using a three-wave, time-lagged, multi-source survey design from 234 matched respondents, including employees and supervisors, across 20 business units in seven regional branches of a large Chinese organization undergoing digital transformation. The findings indicate that digital leadership significantly enhances employee creativity through the partial mediation of both innovation self-efficacy and knowledge sharing. Notably, the indirect effect through knowledge sharing was stronger, underscoring the critical role of collaborative processes in driving creativity. Furthermore, technology readiness positively moderates the effects of digital leadership on both mediators and amplifies the indirect effects on creativity. These findings provide valuable insights into how organizations can leverage digital leadership more effectively by aligning leadership strategies with employees’ psychological readiness and fostering a digitally supportive work environment. Full article

Educational institutions are facing a crisis characterized by the need to address diverse learning styles and vocational aspirations, exacerbated by ongoing financial pressures. To navigate these challenges effectively, there is an urgent need to innovate educational practices and learning environments, ensuring they are adaptable and responsive to the evolving needs of students and the workforce. The adoption of the Industry 5.0 framework offers a promising solution, providing a holistic approach that emphasizes the integration of human creativity and advanced technologies to transform educational institutions into resilient, human-centric, and sustainable learning environments. In this context, this article presents a transdisciplinary methodology that integrates Asset Management (AM) with Social Innovation (SI) through Design Thinking (DT) to co-design Educational Facilities 5.0 with stakeholders. The application of the proposed approach in an AgroLab case study—a food and agricultural laboratory—demonstrates how the methodology enables the definition of an Educational Facility 5.0 and generates AM Design Knowledge to support informed decision-making in the subsequent design, implementation, and operation phases. Following DT principles—where knowledge emerges through iterative experimentation and insights from practical applications—this article also discusses the role of SI and DT in AM, the role of Large Language Models in convergent processes, and a vision for Educational Facilities 5.0. Full article

Mild cognitive impairment (MCI) is the transitional stage between normal cognition and dementia and is associated with arterial stiffness, which may lead to cardiovascular disease. A water-based exercise (W) presents a low-impact activity for the joints and increases resistance compared to exercises performed in the air, which benefits older adults. However, little evidence has been found regarding the effect of W on promoting cognitive and physical performance in older individuals with MCI. Therefore, this study aimed to investigate and compare the post-training effects of W alone and in combination with cognitive training on cognitive function, cardiovascular fitness, and arterial stiffness in older adults with MCI. Forty-six adults with MCI, aged 65 years or older, were enrolled. Participants were divided into two groups: a W group and a water-based exercise combined with cognitive training (W-COG) group. Both groups performed an aerobic exercise program in water for 60 min per/day, 3 day/week, for 12 weeks. Participants in the W-COG group simultaneously performed aerobic exercise and cognitive training in water. Cognitive performance, cardiovascular fitness, and arterial stiffness were examined before and after the intervention. The results revealed improvements in cognitive performance and cardiovascular fitness in both the W and W-COG groups after 12 weeks of intervention. However, there were no significant differences in cognitive and cardiovascular fitness changes between the two groups. Neither the W nor the W-COG groups showed a decrease in brachial pulse wave velocity. Therefore, W interventions have the potential to enhance cognitive function, restore cognition, and improve cardiovascular fitness in older adults with MCI. Full article

Background: Art therapy is increasingly recognized as a valuable complementary intervention for individuals with eating disorders (EDs), who frequently experience comorbid anxiety and difficulties with emotional regulation. However, few studies have examined its short-term effects on state and trait anxiety within structured clinical settings. Methods: This pilot study involved 19 adolescent females (mean age 17.7 ± 2.1 years) diagnosed with anorexia nervosa (AN) or bulimia nervosa (BN) and admitted to the Mariconda Regional Residence for Eating Disorders (ASL Salerno, Italy) in residential or semi-residential treatment. Participants completed a structured six-week cycle of weekly textile-based art therapy sessions, designed to promote emotional expression and body reconnection. State and trait anxiety levels were assessed pre- and post-session using the State-Trait Anxiety Inventory (STAI). Repeated-measures ANOVA was used to analyze state anxiety changes; a linear mixed-effects model was applied to trait anxiety. Results: State anxiety significantly decreased immediately after sessions (p = 0.002). A significant main effect of session (p = 0.01) and a time × session interaction (p = 0.025) indicated variability across sessions. Trait anxiety showed a non-significant trend toward reduction (p = 0.11); however, reductions were significant at sessions 4 (p = 0.015), 5 (p < 0.001), and 6 (p = 0.005). Conclusions: Art therapy may offer immediate reductions in state anxiety and may contribute to a longer-term reduction in trait anxiety with 4–6 sessions. These findings support integrating creative interventions within multidisciplinary ED treatment programs. Future research with larger samples and control groups is needed to confirm and expand upon these preliminary results. Full article

VisRep (Visualisation Report) is an AI-powered system for capturing and structuring the early stages of the visualisation design process. It addresses a critical gap in predesign: the lack of tools that can naturally record, organise, and transform raw ideation, spoken thoughts, sketches, and evolving concepts into polished, shareable outputs. Users engage in talk-aloud sessions through a terminal-style interface supported by intelligent transcription and eleven structured questions that frame intent, audience, and output goals. These inputs are then processed by a large language model (LLM) guided by markdown-based output templates for reports, posters, and slides. The system aligns free-form ideas with structured communication using prompt engineering to ensure clarity, coherence, and visual consistency. VisRep not only automates the generation of professional deliverables but also enhances reflective practice by bridging spontaneous ideation and structured documentation. This paper introduces VisRep’s methodology, interface design, and AI-driven workflow, demonstrating how it improves the fidelity and transparency of the visualisation design process across academic, professional, and creative domains. Full article

In the age of artificial intelligence (AI), architectural practice faces a paradox of immense potential and creeping standardization. As humans are increasingly relying on AI-generated outputs, architecture risks becoming a spectacle of repetition—a shuffling of data that neither truly innovates nor progresses vertically in creative depth. This paper explores the critical role of data in AI systems, scrutinizing the training datasets that form the basis of AI’s generative capabilities and the implications for architectural practice. We argue that when architects approach AI passively, without actively engaging their own creative and critical faculties, they risk becoming passive users locked in an endless loop of horizontal expansion without meaningful vertical growth. By examining the epistemology of architecture in the AI age, this paper calls for a paradigm where AI serves as a tool for vertical and horizontal growth, contingent on human creativity and agency. Only by mastering this dynamic relationship can architects avoid the trap of passive, standardized design and unlock the true potential of AI. Full article

The application of artificial intelligence has significantly advanced interactive storytelling. However, current research has predominantly concentrated on the content generation capabilities of AI, primarily following a one-way ‘input-direct generation’ model. This has led to limited practicality in AI story writing, mainly due to the absence of investigations into user-driven creative processes. Consequently, users often perceive AI-generated suggestions as unhelpful and unsatisfactory. This study introduces a novel creative tool named Story Forge, which incorporates a card-based interactive narrative approach. By utilizing interactive story element cards, the tool facilitates the integration of narrative components with artificial intelligence-generated content to establish an interactive story writing framework. To evaluate the efficacy of Story Forge, two tests were conducted with a focus on user engagement, decision-making, narrative outcomes, the replay value of meta-narratives, and their impact on the users’ emotions and self-reflection. In the comparative assessment, the participants were randomly assigned to either the experimental group or the control group, in which they would use either a web-based AI story tool or Story Forge for story creation. Statistical analyses, including independent-sample t-tests, p-values, and effect size calculation (Cohen’s d), were employed to validate the effectiveness of the framework design. The findings suggest that Story Forge enhances users’ intuitive creativity, real-time story development, and emotional expression while empowering their creative autonomy. Full article

Oral tradition stories hold a vital place in language education, offering rich repositories of linguistic, cultural, and historical knowledge. In the Spanish as a Foreign Language (SFL) context, their inclusion provides dynamic opportunities to explore diversity, foster critical and creative thinking, and challenge dominant epistemologies. Despite their pedagogical potential, these narratives remain largely absent from formal curricula, with most SFL textbooks still privileging canonical works, particularly those from the Latin American Boom or European literary texts. This article aims to provide practical guidance for SFL instructors on designing effective, culturally responsive materials for the teaching of vocabulary. Drawing on a methodological framework for material design and a cognitive approach to vocabulary learning, I present original pedagogical material based on a Colombian oral tradition story about the witches of La Jagua (Huila, Colombia) to inspire educators to integrate oral tradition stories into their classrooms. As argued throughout, oral narratives not only support vocabulary acquisition and intercultural competence but also offer students meaningful engagement with the values, worldviews, and linguistic diversity that shape Colombian culture. This approach redefines language teaching through a more descriptive, contextualized, and culturally grounded lens, equipping learners with pragmatic, communicative, and intercultural skills essential for the 21st century. My goal with this article is to advocate for teacher agency in material creation, emphasizing that educators are uniquely positioned to design pedagogical resources that reflect their own cultural realities and local knowledge and to adapt them meaningfully to their students’ needs. Full article

Background/Objectives: Motor creativity is a vital component of preschoolers’ growth and development. However, its underlying determinants remain largely underexplored. This study investigates the interrelationship among playful behavior, social profile, and motor creativity in preschool children, emphasizing its implications for holistic health and development. Methods: A total of 200 children and their kindergarten teachers from Greece participated in the study. The Children’s Playfulness Scale (CPS) was employed to assess the children’s playfulness, while a sociometric test was used to evaluate their social standing within peer groups. Motor creativity was measured through TCAM, a performance-based test focusing on fluency, imagination, and originality. Results: The findings revealed that the dimensions of playful behavior, particularly motor and social playfulness, significantly and positively influenced motor creativity, a core component of physical and mental health in early childhood. Conversely, certain aspects of social behavior had a negative association with imaginative capacities. Conclusions: The study underscores the critical role of movement-based playful activities in fostering children’s physical, emotional, cognitive, and social health. It highlights the need for educators to design developmentally appropriate motor play activities that cultivate creativity and social integration, promoting a balanced and health-oriented early education framework. The results contribute to educational policy and practice by reinforcing the importance of structured motor play in supporting preschoolers’ well-being and comprehensive development. Full article

We conducted four empirical studies to investigate how, why, and when humor production impacts people’s creativity. Study 1 (N = 175), using the cartoon humor production paradigm, found that humor production was positively associated with creativity. Study 2 (N = 243), using a new sample, found that self-efficacy mediated the relationship between humor production and creativity. Study 3 (N = 225), via a manipulation-of-mediation-as-a-moderator (MMM) design, manipulating participants’ self-efficacy, replicated the results of Study 2. Furthermore, Study 4 (N = 433), using a cross-lagged design and three-wave data, extended the theoretical model to the workplace, and further demonstrated that the fear of authority alleviated the indirect effect of humor production on people’s creativity. These findings are of theoretical and practical significance for our understanding of humor production and creativity. Full article

This study investigated the effectiveness of integrating digital tools with origami activities to enhance geometric understanding and creative thinking among kindergarten children in Kuwait. A quasi-experimental pre-test–post-test design involved 60 children (aged from 5 years and 9 months to 6 years), who were randomly assigned to experimental (n = 30) and control (n = 30) groups. The experimental group received a four-week intervention using the Paperama app and paper folding, while the control group followed the standard curriculum. Wilcoxon signed-rank tests showed significant gains in the experimental group’s geometric understanding (Z = 3.82; p < 0.001) and creative thinking (Z = 4.15; p < 0.001), with large effect sizes (r = 0.78). Descriptive analysis further revealed that the experimental group outperformed the control group in post-test scores for geometric understanding (M = 84.06 vs. M = 74.39), reinforcing the intervention’s practical impact. The control group showed no significant improvement (p = 0.16). These findings highlight the value of blended origami instruction in developing spatial reasoning and creativity. This study contributes to early STEAM education and supports the integration of digital tools into kindergarten learning and teacher training. Full article