Promoting Undergraduate Creativity and Positive Learning Outcomes through a Design Thinking and Visual Thinking Teaching Model

Abstract

This research aimed to compare creativity and creative performance between an experimental group and a control group studying through the author developed design thinking and visual thinking learning model (DTVTM). Cluster random sampling use determined the sample group, which consisted of a 40 student experimental group and a 40 student control group. The DTVTM learning model was developed as an Infographic Design Creativity Course. Student assessment was measured using the Torrance Tests of Creative Thinking (TTCT) and the Creative Product Analysis Matrix (CPAM). Descriptive statistics analysis included the mean, standard deviation (SD), and one-way multivariate analysis of variance (MANOVA). The hypotheses testing determined that there was no statistically significant difference in creative thinking between groups. However, the creative performance abilities of the DTVT Model earning group were higher than the control learning group at the .05 level. The paper contributes to the research for multiple reasons. First, it confirms that creative performance can be taught through an easy-to-understand and use online format. Second, the author developed the DTVT learning model that influences creative outputs that exhibit novelty, problem-solving, and aesthetic qualities, primarily through digital tools to support learning. Third, the model encourages students to be more motivated to design creative works, promoting effective learning.