Search Results (43)

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

Generalist kindergarten teachers often report insufficient theoretical and pedagogical preparation for music instruction in their teacher education, leaving them feeling underprepared. This study explores how pre-service kindergarten teachers in Hong Kong perceive their confidence in teaching music and how this perception influences their beliefs about the importance of music education. A total of 467 first-year pre-service teachers completed a questionnaire assessing their self-confidence in conducting music activities and their beliefs regarding the importance of music education for young children. Results showed that participants exhibited the lowest confidence in music teaching compared to other learning areas, particularly in activities requiring specialised musical knowledge and creativity, such as instrumental performance and music creation. A significant positive correlation was found between teachers’ perceived confidence and their belief in the importance of music education (r_s(465) = 0.39, p < 0.001). These findings may offer insights into the influence of cultural values on their teaching belief. This study highlights the need for culturally responsive teacher education programmes that address the specific challenges faced by generalist teachers in early childhood music education within Hong Kong and broader Chinese educational contexts. Full article

Architectural design education aims to balance creativity and analytical thinking. However, design studios have traditionally emphasized intuitive approaches over systematic processes. This study developed and evaluated a pedagogical model termed Computational Precedent-Based Instruction (CPBI), which integrates precedent-based instruction with BIM-based parametric modeling in the architectural design studio. The research explored CPBI’s impact on students’ design skills, identified perceived benefits and challenges, and assessed its effectiveness in promoting systematic design thinking. The study employed a mixed-methods approach, combining model-based inquiry and quasi-experimental research. It involved 19 third-year undergraduate architecture students in a 14-week design studio course. Data collection utilized pre–post surveys, external experts review of student work, and observational data. The pedagogical intervention focused on developing architectural forms, defining aesthetics, and refining building programs using the works of the New York Five architects as precedents. The results showed statistically significant improvements in students’ self-reported design competencies, particularly in precedent analysis, principle application, and design articulation. A shift towards more structured design reasoning was evident. The CPBI model provides a systematic framework for extracting and applying design knowledge from precedents, bridging the gap between conceptual design thinking and digital tools. It contributes to repositioning BIM as an integral design environment in the early design stages, offering implications for both architectural education and professional practice. Full article

Background and Introduction: Race-based social rejection has been found to predict post-traumatic stress and depression symptoms, consistent with previous studies that have shown the negative mental health effects of racism, as well as social rejection in general. While racial identity has been noted as a protective factor among African Americans, the role it plays in the context of race-based social rejection is less clear. Methods: This study examines the relationships among self-reported race-based social rejection, hypothesized protective factors, and negative psychological outcomes among a sample of 230 low-income, urban African American men and women. Results: Multiple regression analyses revealed that racial identity did not moderate the race-based social rejection–depression relationship. However, it exacerbated post-traumatic stress symptoms in the face of race-based social rejection. Discussion: These results suggest that when one perceives such rejection, identifying strongly with one’s group may amplify post-traumatic stress by triggering collective instances of racial trauma. Conclusions: The role of racial identity highlights the unique nature of racial trauma, involving the interplay of individual and social facets, particularly among those who highly identify with their racial group, and call for collective and creative solutions. Full article

Behavioral changes are critical for addressing sustainability challenges, which have become increasingly urgent due to the growing impact of global greenhouse gas emissions on ecosystems and human livelihoods. However, translating awareness into meaningful action requires practical tools to bridge this gap. Mobile applications, utilizing strategies from human–computer interaction (HCI) such as gamification, nudging, and persuasive technologies, have proven to be powerful in promoting sustainable behaviors. To support designers in developing effective apps of this kind, theory-based design guidelines were created, drawing on established theories and design approaches aimed at shaping and encouraging virtuous user behaviors fostering sustainability. To make these guidelines more accessible and enhance their usability during the design phase, this study presents their transformation into the SBAM card deck, a deck of 11 design cards. The SBAM cards aim to simplify theoretical concepts, stimulate creativity, and provide structured support for design discussions, helping designers generate solutions tailored to specific project contexts. This study also evaluates the effectiveness of the SBAM cards in the design process through two workshops with design students. Results show that the cards enhance ideation, foster creativity, and improve designers’ perceived self-efficacy compared to the exploitation of the same design guidelines information presented in traditional textual formats. This paper discusses the SBAM cards design and evaluation methodology, findings, and implications, offering insights into how the SBAM design cards can bridge the gap between theory and practice in sustainability-focused mobile app development. To ensure broader accessibility, the SBAM cards have been made available to the public through a dedicated website. Full article

The senior high school period is a critical phase for the proliferation of mental health problems, as well as a key period for cognitive development among adolescents. Due to the importance of support from the external environment for students, this study aims to explore and verify the protective role of social support in the mental health and creative tendencies of senior high school students, as well as its mechanisms and boundary conditions. Based on a survey of 1463 Chinese senior high school students, a moderated mediation model was constructed. The results showed that (1) perceived social support significantly negatively predicts mental health problems and significantly positively predicts creative tendencies; (2) self-esteem mediates the impact of perceived social support on both mental health problems and creative tendencies; (3) perceived stress not only moderates the impact of self-esteem on mental health problems and creative tendencies, but also moderates the mediating effect of self-esteem. The findings of this study shed light on the positive impact of social support and the self-esteem it nurtures during the senior high school years. These insights offer valuable recommendations for practitioners aiming to prevent mental health issues and foster creative tendencies among senior high school students. Full article

In the current global context, characterized by increasing competitiveness and dynamism, entrepreneurship has emerged as a fundamental driver of economic development and job creation. This study aims to compare the levels of entrepreneurial competence and intention among fifth-year high school students in Chepén and Pacasmayo, Peru, as well as to identify the key entrepreneurial competencies that significantly influence entrepreneurial intention. Additionally, it seeks to examine the moderating roles of self-assessed entrepreneurial capabilities and perceived risk in starting a business on the relationship between competencies and entrepreneurial intention. Additionally, it seeks to examine the moderating role of self-assessment of entrepreneurial capabilities and the perception of risk in starting a business in the relationship between competencies and entrepreneurial intention. The study is based on Ajzen’s theory of planned behavior. The sample included 305 students, divided between 205 from Chepén and 100 from Pacasmayo, who participated in a structured survey. The results of the structural equation modeling (SEM) analysis revealed that creativity, risk-taking, and initiative significantly influence students’ entrepreneurial intentions. However, competencies such as problem solving, networking, achievement orientation, teamwork, and autonomy did not show significant relationships with entrepreneurial intention. Moreover, neither the self-assessment of entrepreneurial capability nor the perception of the risk of starting a business had significant moderating effects on the relationship between entrepreneurial competence and intention. The discussion highlights that these findings contribute to understanding the psychological mechanisms underlying the formation of entrepreneurial intentions among high school students and offer valuable guidance for designing educational programs that enhance key entrepreneurial competencies. In conclusion, this study represents a significant advancement in comprehending the role of entrepreneurial competencies in shaping entrepreneurial intentions among secondary school students and opens new avenues for future research in this field. Full article

Many older adults are increasingly embracing digital technology in the Republic of Korea. This study investigated the relationship between the digital skills of Korean older adults and their perceived health status and digital technology application for health promotion. This mixed-method study comprised a community survey of 434 older adults aged ≥65 in two cities in South Korea, followed by focus group interviews. Five types of digital skills, ‘operational internet skills’, ‘information navigation skills’, ‘social skills’, ‘creative skills’, and ‘mobile skills’, were measured using the LSE digital skill measurement instrument. Multivariable analysis identified the influence of digital skills on health-related outcomes. Among them, ‘social skills’ associated positively with self-rated health (β 0.37, 95%CI 0.08, 0.65). ‘Information navigation skills’ contributed positively to the use of digital technology and the internet for a healthy lifestyle in terms of improving eating habits (β 0.43, 95%CI 0.09, 0.77), accessing healthcare (β 0.53, 95%CI 0.21, 0.85), and accessing long-term care services (β 0.45, 95%CI 0.11, 0.79). Thematic analysis revealed that the study participants use Korean language-based resources such as Naver and Kakao Talk for social connection to promote a healthy lifestyle. This study concludes that encouraging initial and sustained use of the internet and enhancing digital skills among Korean older adults can promote active and healthy aging. Full article

This study applies the social information processing theory to investigate how perceived high-performance work systems (HPWS) influence bootlegging behavior. Additionally, it explores the potential mediating role of willingness to take risks and creative self-efficacy in the association between perceived HPWS and bootlegging behavior. In addition, this study examines how human resource management (HRM) system strength acts as a cross-level moderator in the connection between perceived HPWS and willingness to take risks and creative self-efficacy. Based on a sample of 399 respondents from 80 firms, the results indicate a positive connection between perceived HPWS and bootlegging behavior. Moreover, the results reveal that willingness to take risks and creative self-efficacy mediate the connection between perceived HPWS and bootlegging behavior. Findings also reveal that cross-level HRM system strength moderates the influence of perceived HPWS on willingness to take risks and creative self-efficacy. The study also highlights its theoretical contributions and practical implications and proposes avenues for future research. Full article

The aim of this research was to produce a project-based learning (PjBL) course model that combines with the Think–Pair–Share (TPS) strategy and to determine its effectiveness in improving the creative thinking skills of education students. The sample of participants comprised 100 students from a university in Bangkok, Thailand. Five main elements comprised the PjBL-TPS course: 1. Project Preparation (including an introduction, pairs formation, and an understanding of the project); 2. Project Pair Cooperation (including discussion, knowledge framework development in pairs, practice analysis, brainstorming, and pair feedback); 3. Project Production (including its development, testing, refinement, and presentation); 4. Project Evaluation (including giving feedback on the work of the other pairs); and 5. Project Conclusion (including reflecting on the overall experience of the project). The results show that, in their post-course exercises, the students displayed enhanced creativity in all areas of creative skills (involving fluency, flexibility, originality, and elaboration). The experimental group demonstrated significantly higher creativity levels compared to the control group. In addition, the post-course assessments of the self-perceived creativity improvements of the students revealed that, post-course, most of the students perceived improvements in every aspect of their creativity. Full article

This study investigated the impact of perceived parent–child relationships on creative personality in middle school students according to self-concept, focusing on environmental (parent–child relationships) and individual (self-concept) factors that can influence these students’ creative personalities. To this end, this study verified the moderation effect using sixth-year data (third year of middle school students) from the Seoul Longitudinal Educational Study 2010 Panel, utilizing SPSS 26.0 and the PROCESS macro. The results revealed that the self-concept of middle school students moderated the influence of parent–child relationships on creative personality. Specifically, it was found that as the level of self-concept increased above the average the positive relationship between parent–child relationships and creative personality strengthened. Based on the study’s findings, theoretical and practical suggestions for creating a home and educational environment to promote creativity during adolescence were discussed. Full article

Adolescence brings with it a number of problems such as school violence. To reduce stress and increase the well-being of students, it is necessary to enhance certain skills such as prosocial behaviours, resilience, and creative self-efficacy. This cross-sectional study investigated the impact of prosocial behaviours and creative self-efficacy on school violence, stress, and resilience in adolescent students. A total of 743 students aged 14–19 years participated. The results revealed positive correlations between the dimensions of prosocial behaviours, creative self-efficacy, and resilience, and negative correlations with perceived stress. Differences were also observed in the relationship between prosocial behaviours, school violence, and stress. Mediation models indicated that creative self-efficacy acted as a mediator between prosocial behaviours and resilience. In addition, stress was found to moderate the relationship between prosocial behaviours and resilience. This study provides evidence on how prosocial behaviours, resilience, and creative self-efficacy act as a positive element in adolescence. Full article

In recent research, a growing body of empirical evidence suggests that prosocial impact at work can play a significant role in enhancing creativity and innovativeness. Drawing from self-determination theory, we hypothesized that basic psychological needs and benevolence satisfaction could serve as a mediating factor in the relation between an employee’s perceived social impact and innovative work behavior and creativity, thus illuminating the manner in which the contentment of psychological needs fosters inventive proclivities within the organizational milieu. Results from a study in Greece and Canada (N = 528) showed that both perceived social impact and prosocial motivation are positively associated with innovative work behavior and creativity while autonomy and competence satisfaction mediate the relation between perceived social impact and the work outcomes examined within this study. Moreover, prosocial motivation was found to moderate the relation between benevolence satisfaction and innovativeness. Findings extend prior research on the role of prosociality on creative behavior at work and provide supporting evidence for the organizations that encourage and support employees’ initiatives to make a positive difference in the lives of others. Full article

This study investigates how virtual and augmented reality role games impact self-learning in higher education settings. A qualitative research–action approach that involved creating augmented reality micro-stories to encourage creativity and critical thinking was used. Through role-playing, students collaborated and gained a deeper understanding of the course, improving their self-learning abilities. The findings indicate that incorporating virtual and augmented reality into higher education positively affects self-learning, promoting active student engagement and meaningful learning experiences. Additionally, students perceive these immersive educational methods as bridging the gap between virtual and in-person learning environments, ultimately leading to enhanced educational results. Full article

Innovation is universally acclaimed as the crux of organisational sustainability in the current dynamic and competitive market and knowledge economy, and psychological empowerment provides a more comprehensive pathway to human creative performance. However, the pivotal role of students’ innovation in driving sustainability has been largely overlooked within the context of higher education for sustainable development (HESD). This study investigated the relationship between university students’ perceived learner empowerment and their innovative behaviour from a multistage perspective. An online survey was conducted among 868 Chinese university students from 21 institutions. The results indicated that Chinese students’ self-perceived level of empowerment and innovative behaviour was relatively high, but that they viewed themselves as less competent in generating innovation outputs. The results of structural equation modelling revealed that competence was positively related to all factors of innovative behaviour, the impact was positively associated with six factors of innovative behaviour, and meaningfulness was positively related solely to involving others. The findings have significant implications for stimulating students’ innovative behaviour towards sustainable development. Full article