Development of a Photoshop course based on task-based Learning and Gagne's Teaching Model to Improve the Innovative Ability of First-year Students at Anhui Wenda University of Information Engineering
Abstract
Background and Aim: Photoshop courses must incorporate both Gagne's teaching model and task-based learning to foster students' innovative thinking. This combination guarantees that students receive organized, efficient instruction while working on real-world projects, which enhances their creativity and problem-solving abilities. This research and development research aimed to 1) determine the effectiveness of the Photoshop course based on task-based learning and Gagne's teaching model to continuously improve the innovative ability by comparing the development of students' innovative ability after implementing with 4 times, and 2) compare students' satisfaction after implementing the Photoshop course based on task-based learning and Gagne's teaching model.
Materials and Methods: The sample was a class of 37 first-year students, majoring in product design at Anhui Wenda University of Information Engineering. They were derived by cluster random sampling. The instruments used in this research were (1) a Photoshop course based on task-based learning and Gagne's teaching model, (2) lesson plans, (3) an innovative ability evaluation form with 0.89 reliability, and 4) a student satisfaction questionnaire with 0.98 reliability. The statistics used to analyze the data included the mean, standard deviation, one-way repeated measures ANOVA, and t-test for one sample.
Results: Mauchly's test indicated a violation of sphericity, requiring Greenhouse-Geisser corrections. Significant improvements in students' innovative ability were observed across four-time points (F=251.830, p<0.001). Additionally, student satisfaction with the Photoshop course significantly exceeded the set criterion (t = 97.4, p < 0.05).
Conclusion: The implementation results show that the difference in students' innovation ability each time different at the 0.05 level of significance, they were considered the students’ innovation ability was increasingly higher and continuously each time from the first time to the last time, students’ satisfaction was at a high level.
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