Book chapter Gold Open Access 2025

Digital Creativity:The Influence of Thinking Styles on Motivation in Video Production Education

WA
Wan Ali, Wan Nor Ashiqin
 WY
Wan Yahaya, Wan Ahmad Jaafar
New Media Applications in Digital Education
Journal · pp. 415-440
Abstract

This study examines the link between thinking styles; legislative, executive, and judicial, and students perceived motivation in digital creativity education. Guided by Sternberg's Mental Self-Government Theory and Keller's ARCS model, it compares learner-paced (DVC-LS) and system-paced (DVC-SS) instructional approaches. Findings reveal that legislative thinkers show greater intrinsic motivation in learner-paced settings, while executive and judicial thinkers respond better to structured, system-paced environments. The results highlight the importance of aligning instructional design with learners' cognitive styles to enhance motivation and engagement in digital creativity education. This alignment can support more personalized, effective learning experiences and inspire sustained interest in creative digital tasks. © 2026 by IGI Global Scientific Publishing. All rights reserved.

Keywords

Author Keywords

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Index Keywords

E-learning Learning systems Education computing intrinsic motivation motivation Effective learning ARCS model Cognitive styles Creativity educations Instructional designs Motivation and engagements Structured systems Thinking styles Video production
Author Affiliations
Universiti Malaysia Perlis, Arau, Perlis, Malaysia
Universiti Sains Malaysia, Gelugor, Penang, Malaysia
Funding & Acknowledgements
No funding information
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