Abstract
The purpose of this research is to study the effectiveness of using the specialized interactive environment Revit Architecture for creativity development. The study methodology relies on an empirical approach, including a sample of students from three Chinese colleges (n = 319) divided into two groups based on learning approach. Accordingly, the first group consisted of students who practiced their design skills under the conventional program (Group A) and the second group included students who additionally used Revit Architecture for their practice (Group B). The Torrance Tests of Creative Thinking (TTCT) facilitated the identification of the creative thinking development level among participants. The present paper also seeks to determine if there is a connection between creative thinking and design training program effectiveness in architecture education (null hypothesis). According to the final assessment results, Group B performed better than Group A; the difference in the average performance score was 10.9% between the two groups. As a result, it proves that interactive learning environments have a positive impact on the level of creativity skills development. Consequently, this study proves that using interactive learning environments in architectural design education contributes to better learning outcomes.
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Funding
The author wish to acknowledge the support of the 2021 Graduate Education and Teaching Reform Funding Project of Chang an University (300103112501), the Research Project Planning of Building the Consciousness of the Chinese Nation Community in Shaanxi (2022MZW018).
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Tingting Gao done all research processes.
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The institutional supervisory boards from the School of Construction Machinery (Changan University), Qingdao Technological University (Qindao College), and Antai College of Economics and Management (Shanghai Jiao Tong University) also approved the program.
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Gao, T. College education: Problem-solving creativity in an interactive learning environment. Educ Inf Technol 28, 217–236 (2023). https://doi.org/10.1007/s10639-022-11150-0
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DOI: https://doi.org/10.1007/s10639-022-11150-0