Effect of product-based pedagogy on students’ project management skills, learning achievement, creativity, and innovative thinking in a high-school artificial intelligence course

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. © © 2022 Zhan, Shen and Lin.

Keywords

Author Keywords

Creativity high school 7P model innovative thinking introductory artificial intelligence course product-based pedagogy

Index Keywords

Author Affiliations

School of Information Technology in Education, South China Normal University, Guangzhou, Guangdong, China, Cognition and Education Sciences, Ministry of Education of the People's Republic of China, Beijing, Beijing, China

School of Information Technology in Education, South China Normal University, Guangzhou, Guangdong, China, South China Normal University, Guangzhou, Guangdong, China

South China Normal University, Guangzhou, Guangdong, China, Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong, Hong Kong

Funding & Acknowledgements

Grant: 22YJC881901

Funding text 1: This study was financially supported by the Ministry of Education in China Project of Humanities and Social Sciences “The Collaborative Innovation Mechanism for Guangdong-Hong Kong-Macao Greater Bay Area Education based on C-STEAM” (22YJC881901), the Major Project of Social Science in South China Normal University (ZDPY2208), the Major Basic Research and Applied Research Projects of Guangdong Education Department (#2017WZDXM004), and the Philosophy and Social Science Program of Guangdong Province (GD20CJY39).; Funding text 2: We gratefully acknowledge the support of 2022 Guangdong-Hong Kong-Macao Greater Bay Area Exchange Programs of SCNU.

Grant: 2017WZDXM004

Funding text 1: This study was financially supported by the Ministry of Education in China Project of Humanities and Social Sciences “The Collaborative Innovation Mechanism for Guangdong-Hong Kong-Macao Greater Bay Area Education based on C-STEAM” (22YJC881901), the Major Project of Social Science in South China Normal University (ZDPY2208), the Major Basic Research and Applied Research Projects of Guangdong Education Department (#2017WZDXM004), and the Philosophy and Social Science Program of Guangdong Province (GD20CJY39).; Funding text 2: We gratefully acknowledge the support of 2022 Guangdong-Hong Kong-Macao Greater Bay Area Exchange Programs of SCNU.

Grant: GD20CJY39

Funding text 1: This study was financially supported by the Ministry of Education in China Project of Humanities and Social Sciences “The Collaborative Innovation Mechanism for Guangdong-Hong Kong-Macao Greater Bay Area Education based on C-STEAM” (22YJC881901), the Major Project of Social Science in South China Normal University (ZDPY2208), the Major Basic Research and Applied Research Projects of Guangdong Education Department (#2017WZDXM004), and the Philosophy and Social Science Program of Guangdong Province (GD20CJY39).; Funding text 2: We gratefully acknowledge the support of 2022 Guangdong-Hong Kong-Macao Greater Bay Area Exchange Programs of SCNU.

South China Normal University, SCNU

Grant: ZDPY2208

Funding text 1: This study was financially supported by the Ministry of Education in China Project of Humanities and Social Sciences “The Collaborative Innovation Mechanism for Guangdong-Hong Kong-Macao Greater Bay Area Education based on C-STEAM” (22YJC881901), the Major Project of Social Science in South China Normal University (ZDPY2208), the Major Basic Research and Applied Research Projects of Guangdong Education Department (#2017WZDXM004), and the Philosophy and Social Science Program of Guangdong Province (GD20CJY39).; Funding text 2: We gratefully acknowledge the support of 2022 Guangdong-Hong Kong-Macao Greater Bay Area Exchange Programs of SCNU.

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Effect of product-based pedagogy on students’ project management skills, learning achievement, creativity, and innovative thinking in a high-school artificial intelligence course

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