Effect of product-based pedagogy on students’ project management skills, learning achievement, creativity, and innovative thinking in a high-school artificial intelligence course

Zehui ZHAN, Wenyao SHEN, Wenkai LIN

Research output: Contribution to journalArticlespeer-review

5 Citations (Scopus)

Abstract

The purpose of this study is to explore the effectiveness of product-based pedagogy (PBP) on students’ creativity and innovative thinking in artificial intelligence (AI) education. A seven-step model (i.e., phenomenon, problem, plan, prototype, product, presentation, price) in accordance with PBP was proposed, in which the key function of the product as a linkage between creativity and innovation was emphasized. A total of 209 students from a major high school in South China were randomly assigned to a treatment group with PBP and a control group with direct instruction. Results indicated no significant difference was found in students’ learning performance; however, students in the treatment group performed significantly better than the control group in terms of students’ project management skills, creativity, and innovative thinking. This research validates the feasibility and effectiveness of the PBP and highlights its advantages for high-school AI education, which indicates a new direction for cultivating creative and innovative talents. Copyright © 2022 Zhan, Shen and Lin.

Original languageEnglish
Article number849842
JournalFrontiers in Psychology
Volume13
DOIs
Publication statusPublished - Aug 2022

Citation

Zhan, Z., Shen, W., & Lin, W. (2022). Effect of product-based pedagogy on students’ project management skills, learning achievement, creativity, and innovative thinking in a high-school artificial intelligence course. Frontiers in Psychology, 13. Retrieved from https://doi.org/10.3389/fpsyg.2022.849842

Keywords

  • Product-based pedagogy
  • Creativity
  • Innovative thinking
  • 7P model
  • High school
  • Introductory artificial intelligence course
  • PG student publication

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