Creativity levels of engineering graphics and design students in conventional and digital modelling

Abstract

Creativity is an important skill for the 21st century, prompting schools to emphasise it as an essential educational goal. The literature suggests that a problem-based learning environment supported by digital technology has the potential to foster students’ creativity. However, little is known about the influence of digital technology on students’ creativity in the context of engineering design within the field of Technology Education. Therefore, this study aimed to investigate the creativity levels of Engineering Graphics and Design (EGD) students in both conventional and digital modelling during problem solving. Using the postpositivist paradigm and a one-group pre-test post-test design, this study reports the creativity levels of 32 s-year Bachelor of Education degree students majoring in EGD. The students were tasked with designing a house individually, first using conventional modelling tools, and then using a digital modelling tool. The creativity in producing their products was measured using the Creative Product Semantic Scale (CPSS). The findings indicated that the students achieved a higher mean creativity score in the post-test than in the pre-test. A paired-sample t-test revealed a statistically significant difference between the mean creativity scores of conventional modelling and digital modelling. This finding indicates a robust association between digital modelling and enhanced student creativity, accompanied by a large effect size. This study has the potential to provide insights into classroom pedagogy for fostering students’ creativity. Future research should explore how different digital modelling tools and design problems influence students’ creativity. Additionally, research should focus on how students collaboratively solve design problems using digital tools.