Implementing Mindful Learning Intervention to Enhance Creativity

Abstract

This study aimed at employing technology-based interventions in daily life to investigate the relationship between mindful learning and creativity. One hundred and forty-nine college students participated in the experimental instruction and they were randomly assigned to a control group or the experimental groups. All participate took the pretest and the posttest within a week. The control group (G1) did not receive any intervention during the experimental period, whereas the experimental groups were requested to use their smart phones to take 2 photos each day (with 4 days in total) and upload them to a designated website. Experimental group 1 (G2) took photos at their preference without sharing them on a designated website; Experimental group 2 (G3) took photos at their preference and shared them on the website; Experimental group 3 (G4) took photos of different categories and shared them on the website. The instruments included the AMD-CL. The results showed that G3 and G4 outperformed G2 on the improvement of creativity. In addition, those with more positive attitudes toward using mobile devices on creativity learning had better improvement in creativity performance. The findings of this study suggest that technology-oriented mindful learning interventions, which can be practiced in daily life, contribute to the cultivation of creativity.



Author Information
Yu-chu Yeh, National Chengchi University, Taiwan
Yun-Fan Chen, National Chengchi University, Taiwan
Chih-Yen Chang, National Chengchi University, Taiwan
Yu-Shan Ting, National Chengchi University, Taiwan

Paper Information
Conference: SEACE2020
Stream: Psychology and Education

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