Differences in Creative Personality and Attitude, Creative Problem Solving, and Convergence Thinking of College Students According to Self-Regulation and Cognitive Flexibility Training VR Program Participation
Why this work is in the frame
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Bibliographic record
Abstract
This study used a cognitive flexibility training VR program that can view and solve problems from various perspectives, self-regulation, and self-regulation with the super cognitive ability required for creativity to improve college students' creative personality and attitude, creative problem solving, and convergence thinking ability. In addition, differences in creative personality and attitude, creative problem solving, and convergence thinking ability were analyzed before and after participation in the program. In this study, 55 students were recruited voluntarily among four-year E University students in Gyeonggi-do. The experimental tool is VR content developed by FNI Co., Ltd. The main contents are mainly composed of improving self-control ability, strengthening positivity, and enhancing interpersonal relationships. The IBM SPSS Statistics 25 program was used to analyze the collected data to test the research question. First, frequency analysis and descriptive statistical analysis were performed to examine the mean and standard deviation of the sociodemographic factors and measurement variables of the subjects. Moreover, to determine how consistently the measuring instrument was used, the reliability was validated by calculating the Cronbach's coefficient value. Furthermore, factor analysis was utilized to minimize the number of items in the developed measurement tool by removing variables unrelated to the component to be studied. Factor analysis has the purpose of reducing variables, removing unnecessary variables, identifying variable characteristics, evaluating the validity of measurement items, and creating variables using factor scores. In addition, to confirm the statistical significance of the average values of creative personality and attitude, creative problem solving, and convergence thinking before and after participating in the VR program, a matched-sample t-test was performed. As a result of the study, it was found that participation in the self-regulation and cognitive flexibility VR program had a positive effect after participation compared to before participation in creative personality and attitude, creative problem solving, and convergence thinking.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it