Learning-motivation subdimensions each positively predict creativity¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Attention (β = .311), relevance (β = .265), self-confidence (β = .297), and satisfaction (β = .160) each had a statistically positive effect on creativity (p < .001). → Chen 2023

Evidence¶

Chen 2023¶

Chen, T.-I., Lin, S.-K., & Chung, H.-C. (2023). Gamified educational robots lead an increase in motivation and creativity in STEM education. Journal of Baltic Science Education, 22(3), 427-438. https://doi.org/10.33225/jbse/23.22.427

q2 · i2 · causal · r2

Regression analysis of motivation subdimensions on creativity in the same study; the article prints β = 0.311, 0.265, 0.297, and 0.160, all p < .001, with R2 = .933. Satisfaction's β = .160 is the smallest standardized effect.

"Table 4 reveals notably positive effects among subdimensions of the motivation scale, such as attention, relevance, self-confidence, and satisfaction (β = 0.311; 0.265; 0.297; 0.160) and creativity."

Discussion¶

Related Claims¶

• Gamified educational robots increase creativity in a STEM curriculum — related
• Gamified educational robots increase all four learning-motivation dimensions (attention, relevance, self-confidence, satisfaction) in a STEM curriculum — a narrower finding that bears on this claim
• AI-featured methods significantly increased motivation across all four ARCS categories for computational problem-solving activities — related
• Each of the four ARCS motivational components (attention, relevance, confidence, satisfaction) was rated significantly higher in the e-learning group — related
• OER-based blended learning with Quipper School raised relevance and confidence motivation significantly higher than face-to-face classroom learning — related