Fostering Creativity Through Meta Virtual Project-Based Networked Learning: An In-Depth Examination

Abstract

This research explores the effectiveness of Meta Virtual Project-Based Networked Learning (Meta VPNL) in fostering student creativity in a fully digital, project-based environment. In the context of 21st-century education, creativity has become an essential skill, driving both economic progress and social innovation. However, traditional education systems often prioritize rote learning and standardized testing, leaving little room for creative exploration. This study investigates how integrating digital tools and collaborative virtual learning can overcome these constraints, thereby offering a more dynamic learning model that promotes creative thinking across domains. The Meta VPNL model was designed to create a flexible, collaborative, and interdisciplinary project environment where students can engage with real-world problems, generate novel ideas, and refine their creative processes. Using an explanatory sequential mixed-methods design, the study combines quantitative and qualitative approaches to assess the impact of the Meta VPNL model on creativity. The quantitative phase involved pre- and post-tests using the Torrance Tests of Creative Thinking (TTCT), assessing four core dimensions of creativity: originality, fluency, flexibility, and elaboration. The qualitative phase included interviews and participant observations to gain deeper insights into student experiences, perceptions, and challenges during the learning process. Results from the study reveal a significant improvement in student creativity across all four dimensions, with fluency and originality showing the most substantial gains. Furthermore, the research highlights the role of prior experience in digital project-based learning, where students with higher levels of prior experience demonstrated enhanced creative performance. Despite the positive outcomes, challenges such as technical issues, inadequate hardware, and group dynamics in virtual settings were reported. However, students were able to overcome these obstacles through collaborative efforts, peer support, and adaptive problem-solving strategies. This study demonstrates that the Meta VPNL model is an effective pedagogical strategy for nurturing creativity in the digital age. It offers valuable insights for educators aiming to integrate technology-driven, project-based learning in classrooms, paving the way for more creative, engaged, and self-directed learners.