The Impact Of Project-Based Learning On Creative Ability In Vocational Video Advertising Design: A Yunnan Case Study

Rui Yang; Sansanee Jasuwan

Rui Yang Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok, Thailand
Sansanee Jasuwan Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, Bangkok, Thailand

Keywords: Project-Based Learning, Creative Ability, Learning Attitudes, Vocational Education, Video Advertising Design

Abstract

This study aimed to investigate the impact of Project-Based Learning (PBL) on students' creative ability and learning attitudes in a higher vocational video advertising design course. A quasi-experimental design was employed, involving 70 students from two intact classes at a vocational college in Yunnan Province, China. The experimental group (n=35) received PBL instruction, while the control group (n=35) received traditional teaching over a 20-week semester. Creative ability was measured using the Student Creative Ability Scale and the instructor-rated Project Evaluation Scale, while learning attitudes were assessed using the Students' Learning Attitudes Questionnaire. Data were analyzed using descriptive statistics and independent-samples t-tests. The findings revealed that students in the PBL group demonstrated significantly higher overall creative ability and more positive learning attitudes than those in the traditional instruction group. Significant differences were also observed across all four dimensions of creative ability: creative thinking, expressive ability, problem-solving ability, and project innovation. The results suggest that PBL is an effective pedagogical approach for fostering creativity and enhancing learning experiences in vocational design education.

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