ABSTRACT

This study explored the effectiveness of a short-term, low-cost experiential learning intervention on undergraduate students’ development of innovation capacities. Data were collected from 90 students at a large Midwestern public institution across two randomly assigned conditions: those who received only a video-based innovation lecture and those who received the video-based lecture in addition to an in-class pedagogical intervention. Notably with respect to treatment validity, the instructor for the in-class pedagogical intervention was the same for all students. Results suggested that students who participated in the theoretically-derived pedagogical exercise developed their innovation capacities to a greater degree than their peers in the group that did not receive the in-class reinforcement. Study importance and implications are discussed.

摘要

本研究探讨了短期、低成本的体验式学习干预对本科生创新能力发展的有效性。在两个随机分配的条件下，从中西部大型公共机构的 90 名学生中收集了数据：仅接受基于视频的创新讲座的学生和除了课堂教学干预外还接受基于视频的讲座的学生。值得注意的是，在治疗有效性方面，课堂教学干预的讲师对所有学生都是相同的。结果表明，与没有接受课堂强化的组中的同龄人相比，参加理论衍生教学练习的学生在更大程度上发展了他们的创新能力。讨论了研究的重要性和影响。