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Research Summary: From viewing to ideating: a two-cycle design-based development of an undergraduate art appreciation course and its associations with divergent thinking and creative self-efficacy
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 31 October 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
A study published in Frontiers in Education investigated curricular redesign in undergraduate art appreciation for non-specialist education majors, transitioning instructional focus from passive observation to active ideation. Utilising a two-cycle design-based research methodology across successive 16-week cohorts of 65 and 70 students, the investigation evaluated divergent thinking, creative self-efficacy, classroom discourse, and student artefacts to pinpoint where ideation breaks down. While the source documentation cuts off before detailing full comparative findings, it highlights systemic limitations in standard viewing-to-understanding models.
Why it matters
Cultivating divergent thinking and creative self-efficacy is vital for developing adaptive, problem-solving capabilities in future educators and professionals. Demonstrating where traditional instruction fails to foster generative ideation provides the empirical foundation needed to transition academic programmes from passive content consumption to active creative competency. This matters strategically as higher education faces growing pressure to deliver measurable, transferable cognitive skills.
Key insights
- Conventional undergraduate art appreciation curricula consistently foster observation and interpretive skills but systematically fail to cultivate independent ideation.
- The study executed a two-cycle design-based research intervention over two 16-week terms led by the same instructor to analyse breakdowns in moving from viewing to ideating.
- Target participants were undergraduate education-related majors lacking specialist arts backgrounds, evaluated across two successive cohorts of 65 and 70 students.
- Data collection measured divergent thinking and creative self-efficacy alongside classroom discourse, ideation artefacts, and reflective journals.
- Cycle 1 retained a conventional viewing-centred structure to serve as a baseline for descriptive comparisons.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1964619
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- Verification ID
- ASA-EXE-2026-01511
- Version
- v1.0 · r0
- Issued
- 31 October 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- From viewing to ideating: a two-cycle design-based development of an undergraduate art appreciation course and its associations with divergent thinking and creative self-efficacy
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.