ArticleFrontiers in psychology2022
Effect of product-based pedagogy on students' project management skills, learning achievement, creativity, and innovative thinking in a high-school artificial intelligence course.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it, 28 citations in OpenAlex.
- How does problem-solving pedagogy affect creativity? A meta-analysis of empirical studies.Frontiers in psychology · 2024Pooled it
- Modelling Divergent Thinking as a Mediator Between Artificial Intelligence Cognitive Stimulation and EFL Learners' Cognitive Creativity.Journal of Intelligence · 2026Article
- Effects of integrating a structured design thinking strategy into generative AI-supported design learning on students' design achievement, creative self-efficacy, and problem-solving skills.Frontiers in psychology · 2026Article
- How to promote student creativity through AI in higher education: the role of students' attitude and digital competencies.Frontiers in public health · 2026Article
- Effects of association interventions on students' creative thinking, aptitude, empathy, and design scheme in a STEAM course: considering remote and close association.International journal of technology and design education · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 3 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.