Grounded in experiential learning theory, this study proposed a virtual reality-facilitated creative thinking mapping (VR-CTM) approach, designed to guide learning through immersive experiences. To evaluate its effectiveness, a quasi-experimental design was implemented to compare the VR-CTM approach with a conventional creative thinking mapping (C-CTM) approach. Two classes of students enrolled in elective university performing arts courses were recruited. One class (N = 45) was the experimental group adopting the VR-CTM approach; the other class (N = 40) was the control group adopting the C-CTM approach. Results indicated that students adopting the VR-CTM approach demonstrated significantly better performance skills than those adopting the C-CTM approach. Furthermore, for learners with higher initial levels of choreographic creative expression, students in the VR-CTM group demonstrated better post-intervention performance than those in the C-CTM group. For learners with lower initial collective self-efficacy, students in the VR-CTM group demonstrated greater post-intervention self-efficacy than those in the C-CTM group. Finally, the creative thinking maps produced by the VR-CTM group contained more specific and comprehensive creative planning than those produced by the C-CTM group.
Sheng-Kai Chiu, Gwo-Jen Hwang, Lu-Ho Hsia et al.· Journal of educational compu...· 0 citations
The nursing process is a systematic, patient-centered framework essential for clinical reasoning and decision-making in nursing education. It is commonly operationalized through the ADPIE (Assessment, Diagnosis, Planning, Implementation, and Evaluation) model, which guides nurses in identifying patient needs, developing care plans, implementing interventions, and evaluating outcomes in a structured and iterative manner. Although the nursing process is fundamental to nursing education and practice, some students may experience difficulties in applying ADPIE effectively, particularly the aspects of clinical reasoning and reflective practice. This was a quasi-experimental study conducted to compare the effects of a Generative Artificial Intelligence (GenAI)-assisted nursing process approach with traditional instruction on nursing students’ evidence-based critical thinking, learning self-efficacy, and self-reported clinical reasoning. Moreover, the study integrated the intervention into a second-year nursing course (i.e., nursing process via obstetric nursing internship) as part of formal curriculum activities. Students who participated in the GenAI-assisted nursing process approach demonstrated higher levels of evidence-based critical thinking, improved learning self-efficacy, and enhanced self-reported clinical reasoning ability compared with those in the traditional instruction group. The GenAI system provided adaptive feedback, real-time scaffolding, and iterative case refinement beyond traditional case-based learning. Integrating GenAI into the ADPIE framework within nursing education may enhance students’ critical thinking, learning self-efficacy, and self-reported clinical reasoning by supporting structured and reflective learning processes, offering a promising pedagogical approach for nursing education.