Ideation-based interventions are a robustly implemented explicit approach that improves creative performance¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Ideation interventions, including divergent thinking tasks, brainstorming, and multiple-solution tasks, improve students' creative performance across subjects. → Gu 2026

Evidence¶

Gu 2026¶

Gu, X., Ritter, S. M., Frossard, F., van den Boom, L., Delfmann, L. R. & Barajas, M. (2026). Fostering creativity in formal schooling: A systematic review of explicit and implicit interventions for young learners. Educational Research Review. https://doi.org/10.1016/j.edurev.2026.100784

q2 · i? · review · r2

Narrative synthesis of ideation studies within RQ1. The review reports, citing Levav-Waynberg and Leikin, that multiple-solution geometry tasks enhanced mathematical creativity, and that repeated divergent thinking tasks and formal brainstorming exercises have been shown to improve creative performance. No effect sizes are printed.

"Levav-Waynberg and Leikin (2012), for example, demonstrated that encouraging students to generate multiple solutions to geometry problems enhanced mathematical creativity."

Discussion¶

Learner Variables¶

Creativity — outcome: instruction changes it

Explicit creativity training programs are effective in fostering creativity in formal schooling — a broader claim this one bears on
Individual engagement with an educational robot yielded greater divergent-thinking gains than pair work — reports the opposite
Ideation training benefits transfer by domain: verbal training raised verbal and figural creativity, figural training only figural — a narrower finding that bears on this claim
Divergent thinking performance (AU-score) positively correlates with left IFG/MFG activation for AU relative to OC trials — related
Implicit pedagogical approaches—inquiry, open-ended tasks, cross-disciplinary and student-centered learning—contribute significantly to creativity development — related
Research-led creativity training for teachers enhances children's divergent thinking and moves teachers' conceptions closer to researchers' definitions — a narrower finding that bears on this claim

Page metadata

Field	Value
`type`	`claim`
`id`	`ideation-interventions-improve-creative-performance`
`title`	`Ideation-based interventions are a robustly implemented explicit approach that improves creative performance`
`description`	`Ideation-based interventions are a robustly implemented explicit approach that improves creative performance`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2026`
`generated`	by `process:wiki-ingest` on `2026-10-21`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `gu-2026`

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