Saudi Cultural Missions Theses & Dissertations
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Item Restricted تطوير مقياس الاتجاهات والقيم نحو الإبداع لدى الطلبة بالمملكة العربية السعودية(Arabian Gulf University, 2024-05) AlHussan, Tahani; Alabbasi, Ahmed Mohamed; Eldin, AlaaAbstract The study aimed to Developing a Scale of Attitudes and Values towards Creativity among Students in the Kingdom of Saudi Arabia by identifying the statistical indicators of the study sample on the measure of attitudes and values towards creativity according to nationality and gender, and determining the significance of the differences in the responses of the study sample on the measure of attitudes and values towards creativity due to the variables of nationality and gender and the interaction between them. In addition, determining the cut-off score through which the highest performers are identified on the scale of attitudes and values towards creativity. The researcher used the Statistical method. Renko's scale of attitudes and values towards creativity was applied. The research sample was selected from the research population using a simple random sampling method from gifted and normal students enrolled in the middle and secondary levels in public schools in the Kingdom of Saudi Arabia. It consisted of (397) male and female students, with a percentage of (41.1%) males, and (58.9%) males. Females, and (48.4%) of the research sample were of Arab nationalities, and (51.6%) were of foreign nationalities. The results showed that the arithmetic mean for the scale of attitudes and values towards creativity for the sample as a whole was (76.25), and it was found that there were statistically significant differences in the responses of the research sample on the scale of attitudes and values towards creativity according to the nationality variable. The differences were in favor of the Arab sample, and there were no differences according to gender. The results showed that the cut-off score, which represents the dividing line between the highest performance and the lowest performance on the scale of attitudes and values towards creativity, was (87), and that the percentile ranks explaining the students’ performance amounted to (43) percentile ranks, ranging between rank (1) and rank (100). The percentile rank (1) corresponds to a score (≤32) on the attitudes and values towards creativity scale, and the percentile rank (100) corresponds to a score (105) on the attitudes and values towards creativity scale. The research presented several recommendations, including the use of a measure of attitudes and values towards creativity by the competent authorities in detecting and caring for gifted people in the Kingdom of Saudi Arabia7 0Item Restricted Horizon Scanning: Futurology(Unniversity of Bath, 2023-09-04) BAKHASHWAIN, FAISAL; DE SA FIALHO, GUILHERME CALAIS GRILO; SENTHILKUMAR, PRAVEEN; SUN, SHUSHEN; NAGVEKAR, TANAY; ZHOU, XUAN; HAASZ, ANDYBMT's service covers many products and consulting services, with business spread across the globe, thus possessing a solid market position. However, it simultaneously faces inherent risks tackled through scenario planning. BMT faces a problem which is a slow and often inconsistent futurology process. The aim is to optimise this practice, offering a faster and more consistent solution. Futurology is the activity of overlooking the future, in efforts to prepare for dynamic changes. Scenario planning is a futurology tool that creates pictures of current trends to predict future states. Academic scenario planning frameworks can be divided into two areas: those that base scenarios on key drivers and those that don’t. The trade-off between them is consistent, so the team has incorporated ideologies from both types within the proposed framework. Findings from existing frameworks showed that two of the best processes are Shell and the UK Gov. toolkit. Therefore, factors from both are integrated into the proposed framework. The proposed framework has been divided into three main areas, enabling a more targeted and methodical approach, and ensuring that all relevant factors are considered. Challenge assessment pairs technology with potential challenges. The pair analysis evaluates whether a pair is feasible to enter the next stage, which saves time as it eliminates unnecessary items. Finally, devising scenarios serves as the scenario-building stage. 1. Challenge assessment a. SCAMPER: a creativity tool that guides the critical analysis of technology. b. Sector tree: aids in predicting technology transformation. c. Delphi: synthesizes expert opinions through iterative rounds of questionnaires. 2. Pair analysis: utilises a scoring table to evaluate pairs. 3. Devising scenarios a. Cross-Impact method: a comprehensive and structured tool, however the lacking creativity and time-efficiency. b. 4 Questions: the intermediate choice regarding tool trade-off. c. Scenario archetypes: a creative and time efficient tool, however lacking comprehensiveness. However, upon usage, it was discovered that the process was still quite slow. Henceforth, the process was fully digitalised, to decrease time and increase engagement. This resulted in two deliverables: an explanatory word handbook and a digital guidebook. This proposal has proven to save 50% of BMT’s time during their scenario planning process while producing similar/better results. Moreover, this framework is expected to maximise engagement and consistency, optimising decision-making.23 0Item Restricted THE EFFECTS OF MODELING IN IMMERSIVE VIRTUAL REALITY ON THE DESIGN PROCESS(University of Florida, 2024-05-06) Aldhaferi, Aishah; Mejia-Puig, Luis; Platt, LisaThe evolution of design tools and techniques has continually transformed how designers conceive and refine their visions. Each leap forward has offered new avenues to explore and express creative ideas, from hand sketches to physical prototypes to digital 3D models. This study delves into how immersive Virtual Reality (VR) environments impact the design process by examining the creativity of design outcomes and cognitive load (CL). Design students from the University of Florida were randomly assigned to one of two conditions, immersive (VR) versus non-immersive (PC), and tasked with a design brief. Data collection included questionnaires, functional near-infrared spectroscopy (fNIR) devices, and NASA-TLX to measure CL. The designed outcomes were evaluated by a panel of design experts to ascertain the level of creativity. The findings suggest that immersive VR environments significantly enhance design outcomes' novelty and innovative potential, suggesting a heightened capacity for creative ideation. Conversely, non-immersive environments were more conducive in refining and finalizing the creative designs, pointing to their strengths in detail-oriented tasks. Interestingly, while the overall CL did not significantly differ between the two environments, immersive VR was associated with increased physical demand and perceived task difficulty. When exploring the relationship between creativity and CL, the analysis showed a statistically significant inverse relationship, demonstrating that an increase in CL correlates with lower creativity in the design outcomes.30 0Item Restricted Exploring Teachers’ Beliefs and Practice Regarding Children’s Creativity in Visual Art from Three to Six Years Old in Riyadh, The Kingdom of Saudi Arabia(University of Leeds, 2023-12-01) Aldosari, Dimah Hamad M; Clarke, PaulaThis qualitative study aimed to explore preschool teachers’ beliefs and practices regarding preschool children’s creativity in the visual arts in Riyadh, Saudi Arabia. Saudi Arabia has neither a programme at preschool nor a university course designed to support children’s creativity, which could pose a problem for preschool teachers when defining what creativity is and how to support it. The research was based on the theories of Bourdieu, Bronfenbrenner and Vygotsky (Bourdieu, 2010; Vygotsky, 1979; Bronfenbrenner, 1979; 2005; Routledge, 2016; Harkonen, 2007; Thuketana and Westhof, 2018; Reunamo et al., 2014), which assert that cultures and societies have an influence on children’s development, especially their creativity. For this case study, three methods were developed and applied in four sequential phases with 11 teachers in three cases of preschools in Riyadh. The methods were semi-structured interviews (first and fourth phases), observation (second phase), and a photography task (third phase). The study revealed that the teachers agreed that children’s development is influenced by their culture and society. However, the teachers were uncertain about the definition of ‘creativity’. Teachers’ beliefs led their practice in supporting the creativity of the children, which reflected several barriers that teachers face, some of which are not easy to overcome. These barriers were a source of inspiration for the teachers to discern what to advise policymakers. This research can help educators to explore definitions of children’s creativity and support it with the use of the observation schedule developed in this study to observe children’s creativity. It can also help teachers define what policymakers could provide for them to support children’s creativity in preschools. Finally, this research could inform further studies in the area of creativity, especially through the use of the methods developed for this study as there may be a lack of applicable research methods related to this subject.31 0Item Restricted THE EFFECTIVENESS OF DIGITAL LEARNING MODULE TO IMPROVE CREATIVITY IN DRAWING AMONG HIGHER EDUCATION STUDENTS(Universiti Teknologi Malaysia, 2023-12-24) Alhomaidi, Manal; Shaharuddin, SallehDrawing is an important element of education and community growth as it acts as a language of communication, helps develop ideas and thoughts and expresses feelings and creativity. Creativity is one of the elements of drawing that has been used for centuries in many cultures, and art education serves to increase awareness and understanding of our community and other cultures. However, the level of creativity in drawing among students still needs improvement. As such, to solve this problem, the use of technology in art education could increase and enhance knowledge acquisition and contribute to the cognitive growth of art students. Although there is remarkable progress in e-learning in Saudi Arabia, there is still a significant lack of creativity among students. This study aimed to design and develop a digital module to increase creativity in drawing among female students in the Department of Art Education. This study used a quantitative approach with a quasi-experimental design involving two groups, the experimental and the control groups. Sixty-eight female students from the Department of Art Education at Taibah University in Madinah were randomly selected and divided into the control and experimental groups. Each group consisted of 34 female students, and different statistical methods were employed in the data analysis. The experimental group used the digital learning module through an electronic learning blog for three months. The results of the study showed a remarkable difference in average performance between the control and experimental groups, where the experimental group achieved better results. In particular, using the Torrance test in the posttest, the experimental group obtained a mean score of 80.36, while the control group achieved a mean score of 57.56. In addition, the experimental group showed a mean score of 44.96 on the drawing skills assessment posttest, surpassing the control group's mean score of 24.04. These results are consistent with the research objectives, which aimed to improve female students' drawing skills and creativity. Dominant elements contributing to improving drawing skills are elaboration and originality for geometric shapes, while cooperation, effort, and perseverance are needed for organic shapes. The statistically significant differences in the performance results indicated that the digital learning module positively impacted the female students' drawing skills and creative thinking. This unequivocally confirms the effectiveness of employing a digital module to elevate the creativity level, providing new techniques that proved instrumental in fostering the development of creative skills among the students. Considering the results, the researcher suggested the importance of using digital modules in the teaching of painting and different subjects in art education because the use of modern methods such as digital modules contributes to increasing student creativity compared to traditional education methods. In addition, arts education teachers are urged to use electronic blogs to teach different art education subjects as they contribute to increasing students' creativity and social interaction27 0Item Restricted Standardizing the Scale of Opportunities for Imagination, Creativity and Innovation Among Students in Government Schools in the Kingdom of Saudi Arabia(Arabian Gulf University, 2023-05-07) Al Assaf, Ashwag Nasser; Ayoub, Alaa Eldin A.; Alabbasi, Ahmed MohamedThe aim of the research is to standardize the measure opportunities for imagination, creativity, and innovation by Renzulli et al., 2021 in schools in the Kingdom of Saudi Arabia. The research used the descriptive analytical method, and the research sample consisted of (395) male and female students from public schools in the Kingdom of Saudi Arabia in the second semester of the academic year 2021-2022 AD, in addition to (365) teachers who were selected by a simple random sampling method from public schools in KSA. The research used the measure opportunities for imagination, creativity, and innovation (Renzulli et al., 2021). The results of the factor analysis by the method of the Principal Components showed that there are three factors for the measure of opportunities for imagination, creativity and innovation that are saturated on each factor five items. The results of the confirmatory factor analysis showed that all indicators of good conformity with the model related to the scale of opportunities for imagination, creativity and innovation came with acceptable values, which indicates the quality of the assumed model, and the strength of the correlation between each factor of the scale (imagination, creativity, innovation) and its constituent items. Based on the results, the research recommended the adoption of a measure of opportunities for imagination, creativity and innovation by Saudi researchers to conduct experimental and descriptive studies by applying it to different samples in the Saudi environment, and to include units in graduate curricula in Saudi and Gulf universities that focus on training graduate students on sound scientific foundations to legalize metrics.30 0Item Restricted An Investigation of Islamic Middle School Teachers' Responses on Scales of Creativity, Constructivist Beliefs, and Creativity Fostering Behaviors: A Saudi Arabia Context(2023-07-14) Alotaibi, Sultan Khalaf G.; White, StevenThe field of education has undergone significant changes worldwide, challenging traditional beliefs about teaching and learning (Alshahri, 2016; Ambrose & Sternberg, 2016; Robinson & Aronica, 2015; Starko, 2018). Creativity and education are crucial in allowing teachers and students to reshape the power dynamics that influence the learning process and ultimately improve student living conditions (Robinson & Aronica, 2015; Sholan, 2019; Starko, 2018). Creativity in the 21st century has been identified as an essential skill (Ahmadi et al., 2019; Cho et al., 2017; Guo & Woulfin, 2016; Mishre & Mehta, 2017). The current study has two main objectives: first, to identify the mean scores of creativity, constructivist beliefs, and creativity fostering behaviors self-reported by Islamic middle school teachers; and second, to examine group differences in these variables (creativity scale responses, constructivist belief responses, and creativity-fostering behavior responses) based on teachers' years of teaching experience and gender (male and female). A sample of 237 Islamic middle school teachers in Riyadh City volunteered to participate in this study. The current results of this study showed that the majority percentage of Islamic middle school teachers perceived themselves to have a high inclination toward creativity. There were no statistically significant differences on the scales of Creativity, Constructivist Teaching Beliefs, and Creativity Fostering Behavior based on the years of teaching experience and gender, both male and female of Islamic middle school teachers (p > .05). Descriptive statistical methods were used to calculate the mean score for each participant on the three survey scales used in this research. One-way ANOVA was used to determine if there are differences in the scores of the Creativity Scale, Constructivist Beliefs Scale, and Creativity Fostering Behavior Scale based on the years of teaching experience of Islamic middle school teachers. An independent-sample t-test was run to determine whether there are differences in the scores on the Creativity Scale, Constructivist Beliefs Scale, and Creativity Fostering Behavior Scale based on the gender of both male and female Islamic middle school teachers. In this study, all analyses were performed using a level of statistical significance of p < .05. The data were analyzed using the Statistical Package for Social Science (SPSS) software, Version 28.30 0