Effects of Design Thinking STEAM Instruction on AI Learning and Creativity
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| Title: | Effects of Design Thinking STEAM Instruction on AI Learning and Creativity |
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| Language: | English |
| Authors: | Ming-Yu Lin, Yu-Shan Chang (ORCID |
| Source: | International Journal of Technology and Design Education. 2025 35(5):2025-2047. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Art Education, Design, Thinking Skills, Artificial Intelligence, Teaching Methods, Creativity, College Students, Teacher Education Programs, Public Colleges, Technology Uses in Education, Student Attitudes |
| DOI: | 10.1007/s10798-025-09977-y |
| ISSN: | 0957-7572 1573-1804 |
| Abstract: | This study investigated the effects of design thinking STEAM (DT-STEAM) education on artificial intelligence (AI) learning and creativity. A total of 59 university students enrolled in two courses as part of a teacher education program at a public university were recruited. A nonequivalent group pretest and posttest design was used to perform a teaching experiment. The main conclusions of the study were as follows: DT-STEAM instruction improved the breadth and depth of understanding of the AI concept, particularly in terms of relational connections, hierarchies, and cross-connections; DT-STEAM instruction had a positive effect on attitude toward AI, particularly the AI process; and DT-STEAM had a positive effect on AI design creativity in terms of elaboration, usability, values and, in particular, novelty. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493015 |
| Database: | ERIC |
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| Abstract: | This study investigated the effects of design thinking STEAM (DT-STEAM) education on artificial intelligence (AI) learning and creativity. A total of 59 university students enrolled in two courses as part of a teacher education program at a public university were recruited. A nonequivalent group pretest and posttest design was used to perform a teaching experiment. The main conclusions of the study were as follows: DT-STEAM instruction improved the breadth and depth of understanding of the AI concept, particularly in terms of relational connections, hierarchies, and cross-connections; DT-STEAM instruction had a positive effect on attitude toward AI, particularly the AI process; and DT-STEAM had a positive effect on AI design creativity in terms of elaboration, usability, values and, in particular, novelty. |
|---|---|
| ISSN: | 0957-7572 1573-1804 |
| DOI: | 10.1007/s10798-025-09977-y |
