ArticleFrontiers in psychology2026
Can a self-regulated flipped classroom improve creative performance? Evidence from a randomized controlled trial.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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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.
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Abstract
Introduction: Creativity is widely acknowledged as an essential competency in art and design education, but approaches for developing it through pedagogical interventions have not been sufficiently explored. This study employed a 16-week self-regulated flipped classroom intervention to examine creativity outcomes, focusing on divergent and convergent thinking. Methods: A randomized controlled trial was conducted with art and design students assigned to either an intervention group ( Results: The findings indicated that students in the flipped classroom performed better on divergent thinking (especially on fluency and originality) than those in traditional classrooms. No significant effects were observed for flexibility, elaboration, or convergent thinking. Discussion: These findings suggest that self-regulated flipped learning may be an effective approach for fostering generative aspects of creativity in art and design education. This study contributes to the growing literature by highlighting the role of instructional design in supporting different dimensions of creative development.
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