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首页> 外文会议>International Conference of Science Educators and Teachers >Effects of basic character design and animation concepts using the flipped learning and project-based learning approach on learning achievement and creative thinking of higher education students
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Effects of basic character design and animation concepts using the flipped learning and project-based learning approach on learning achievement and creative thinking of higher education students

机译：基于翻转学习的基础设计和动画概念对高等教育学生的学习成就和创造性思考

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Creative thinking was an important learning skill in the 21st Century via learning and innovation to promote students' creative thinking and working with others and to construct innovation. This is one of the important skills that determine the readiness of the participants to step into the complex society. The purposes of this research were 1) to compare the learning achievement of students after using basic character design and animation concepts using the flipped learning and project-based learning and 2) to make a comparison students' creative thinking between pretest and posttest. The populations were 29 students in Multimedia Technology program at Thepsatri Rajabhat University in the 2nd semester of the academic year 2016. The experimental instruments were lesson plans of basic character design and animation concepts using the flipped learning and project based learning. The data collecting instrument was creative thinking test. The data were analyzed by the arithmetic mean, standard deviation and The Wilcoxon Matched Pairs Signed-Ranks Test. The results of this research were 1) the learning achievement of students were statistically significance of .01 level and 2) the mean score of student's creativity assessment were statistically significance of .05 level. When considering all of 11 KPIs, showed that respondents' post-test mean scores higher than pre-test. And 5 KPIs were statistically significance of .05 level, consist of Originality, Fluency, Elaboration, Resistance to Premature Closure, and Intrinsic Motivation. It's were statistically significance of .042, .004, .049, .024 and .015 respectively. And 6 KPIs were non-statistically significant, include of Flexibility, Tolerance of Ambiguity, Divergent Thinking, Convergent Thinking, Risk Taking, and Extrinsic Motivation. The findings revealed that the flipped learning and project based learning provided students the freedom to simply learn on their own aptitude. When working together with project-based learning, Project based learning focusing on the students' project-based learning construction based on their own interests which allowed the students to increase creative project. This can be applied for other courses in order to plan activities to develop students' work process skills and creative skills. We also recommend that researchers carefully consider the design of lesson plans in accordance with all of 11 KPIs to promote students' creative thinking skills.
机译：创意思维是通过学习和创新来推广学生的创新思维和与他人合作，建设创新的重要学习技能。这是决定参与者进入复杂社会的准备的重要技能之一。本研究的目的是1）以使用基于翻转的学习和项目的学习和2）使用基本角色设计和动画概念的基本角色设计和动画概念比较学习的学习成果，以使学生在预测试和后域之间的创造性思维。 2016年学年第二学期，该群体是多媒体技术方案的29名学生。实验仪器是使用翻转学习和项目的学习的基本角色设计和动画概念的课程计划。数据收集仪器是创造性的思维测试。通过算术平均值，标准偏差和Wilcoxon匹配对符号排名测试进行分析数据。这项研究的结果为1）学生的学习成就在统计上的意义.01级和2）学生创造性评估的平均得分具有统计学意义.05级。在考虑11个KPI的所有时，显示受访者的测试后比率高于预测试。和5kPIs的统计学意义为0.05级，由原创性，流畅性，阐述，抵抗耐早闭合和内在动机组成。它分别具有统计学意义.042，.004，.049，.024和.015。 6千卡出现非统计学意义，包括灵活性，歧义，差异性，发散，收敛思维，风险占用和外在动机。这些研究结果表明，翻转的学习和项目的学习为学生提供了简单地学习自己能力的自由。在与基于项目的学习一起工作时，基于项目的学习专注于基于学生的项目的学习施工，基于自己的利益，使学生可以增加创造性项目。这可以适用于其他课程，以计划开展学生的工作流程技能和创造性技能的活动。我们还建议研究人员根据11 KPI的所有人仔细考虑课程计划，以促进学生的创造性思维技能。

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