Abstract
With growing promotion of 3D technology, Solid Learning (SL) model, featured by construction of individualized context and integration of multidisciplinary knowledge, is increasingly attracting educators’ attention. Although previous research indicated that SL is helpful for improving learners’ innovation, few studies were conducted to examine the driving mechanism, which warrants the further exploration. A total of 58 students were selected to participate in 12-week SL Introductory Landscape Design classes in an university located in the middle of Mainland China. The results of the survey indicated that personalization and interdisciplinary have positive relationship to learners’ creativity in the solid learning settings. Additionally, learners’ interdisciplinary capacity was a partial mediator rather than complete mediator of personalization and learners’ creativity. This research theoretically contributes to explore the driving mechanism of students’ innovation in SL context, and practically many referable values were offered for promoting learners’ creativity.
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Acknowledgments
Thanks are due to for funding by the National Natural Science Foundation of China (61300060), and the Anhui provincial research projects (foundation NO.: 1508085QF131, 2015zdjy115, 2015zdjy206 & SK2015A632).
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Zhai, X. et al. (2017). How Solid Learning Model Influence Learners’ Creativity?—An Empirical Study to Explore the Relationships Between Personalization, Interdisciplinary Capability and Creativity. In: Wu, TT., Gennari, R., Huang, YM., Xie, H., Cao, Y. (eds) Emerging Technologies for Education. SETE 2016. Lecture Notes in Computer Science(), vol 10108. Springer, Cham. https://doi.org/10.1007/978-3-319-52836-6_80
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