Virtual Reality-Facilitated Creative Thinking Mapping to Enhance Performance Skills, Choreographic Creative Expression, and Collective Self-Efficacy in Performing Arts Programs: An Experiential Learning Theory Perspective

Abstract

Grounded in experiential learning theory, this study proposed a virtual reality-facilitated creative thinking mapping (VR-CTM) approach, designed to guide learning through immersive experiences. To evaluate its effectiveness, a quasi-experimental design was implemented to compare the VR-CTM approach with a conventional creative thinking mapping (C-CTM) approach. Two classes of students enrolled in elective university performing arts courses were recruited. One class (N = 45) was the experimental group adopting the VR-CTM approach; the other class (N = 40) was the control group adopting the C-CTM approach. Results indicated that students adopting the VR-CTM approach demonstrated significantly better performance skills than those adopting the C-CTM approach. Furthermore, for learners with higher initial levels of choreographic creative expression, students in the VR-CTM group demonstrated better post-intervention performance than those in the C-CTM group. For learners with lower initial collective self-efficacy, students in the VR-CTM group demonstrated greater post-intervention self-efficacy than those in the C-CTM group. Finally, the creative thinking maps produced by the VR-CTM group contained more specific and comprehensive creative planning than those produced by the C-CTM group.