Enigma in Education

Effect of a Gamified Web-Based Literature Review Plat-form on Creative Engagement and Research Self-Efficacy Among Graduate Students

2026-10-29T03:45:18+00:00

Background. Universities increasingly treat the literature review as a core graduate research competency. Students, however, often find it tedious and demotivating.

Objective. This study examined how a gamified web-based literature review platform affects creative engagement and research self-efficacy among graduate students. It also tested whether gamification improves graduate research competency.

Methods. We used a quasi-experimental pretest–posttest control group design. The participants were 78 graduate students in research methodology courses at a public university in Palembang, Indonesia, during the 2023/2024 academic year. Over 12 weeks, an intervention group (n = 39) used a platform with points, badges, leaderboards, and challenge-based tasks, while a control group (n = 39) followed traditional methods. Scores were expressed on a 0–100 metric. Analysis of covariance used pretest scores as covariates.

Results. The intervention group scored significantly higher in creative engagement (74.6 vs 56.2, p < 0.001, d = 1.66), research self-efficacy (69.2 vs 53.1, p < 0.001, d = 1.52), intrinsic motivation (72.8 vs 58.3, p < 0.001, d = 1.14), and literature review quality (68.4 vs 51.7, p < 0.001, d = 1.93). The differences remained significant after Bonferroni correction.

Conclusion. In this sample, gamified web-based platforms were associated with better outcomes in the literature review process. The findings support their use as a pedagogical innovation.

Development and Validation of a Creativity Assessment Rubric for Evaluating Student Projects in Higher Education

2026-10-30T02:19:02+00:00

Background. Educators in higher education lack psychometrically validated instruments for assessing student creative output, even though creativity is recognized as a core 21st-century competency.

Objective. This study aimed to develop and validate the Creative Output Assessment Rubric (COAR) for evaluating student creative projects in university settings.

Methods. We used a multi-phase instrument development design at a private university in Palembang, Indonesia, during the 2023/2024 academic year. The phases were item genera-tion and expert review (n = 8; S-CVI/Ave = 0.92), pilot testing (n = 45), exploratory factor analysis (EFA; n = 215), and confirmatory factor analysis (CFA) in an independent sample (n = 220).

Results. A five-factor structure of 22 items (Originality, Elaboration, Flexibility, Aesthetic Quality, and Technical Execution) was confirmed and explained 67.4% of total variance. The confirmatory model showed good fit (CFI = 0.94; TLI = 0.93; RMSEA = 0.048). Internal con-sistency was strong (Cronbach's α = 0.93; McDonald's ω = 0.94), inter-rater reliability was adequate (ICC = 0.84; 95% CI: 0.79–0.88), and a significant correlation with independent expert ratings supported criterion validity (r = 0.74; p < 0.001). Configural measurement invariance held across four academic faculties.

Conclusion. The COAR showed good evidence of validity and reliability for assessing stu-dent creative output in this sample. It gives educators a validated scoring framework for the formative and summative evaluation of creative work, pending replication in other settings.

Effectiveness of an Automated Feedback System on Crea-tive Writing and Scientific Translation Skills Among Un-dergraduate Students: A Quasi-Experimental Study

2026-10-30T02:27:22+00:00

Background. Evidence on automated feedback for higher-order skills is thin. Creative writing, scientific translation, and writing self-efficacy among non-native English speakers have received little study.

Objective. This study examined how an automated feedback system (AFS) was associated with creative writing skills (CWS), scientific translation skills (STS), and writing self-efficacy (WSE) among undergraduates.

Methods. A quasi-experimental pretest–posttest design with a non-equivalent control group was used. The 136 participants (experimental group: n = 68; control group: n = 68) studied in the Department of English Education at a public university in Palembang, Indonesia. They attended Writing and Translation courses during a 10-week intervention. The experimental group received automated feedback through an integrated computer-assisted language learning platform. The control group received conventional feedback from instructors. Pretest and posttest data were analyzed with analysis of covariance (ANCOVA).

Results. Large effects favored the experimental group. They appeared for creative writing skills (d = 1.84, 95% CI [1.38, 2.30], p < 0.001), scientific translation skills (d = 2.08, 95% CI [1.62, 2.54], p < 0.001), and writing self-efficacy (d = 1.94, 95% CI [1.49, 2.39], p < 0.001).

Conclusion. In this sample, automated feedback was associated with greater skill development and learner confidence in academic writing, mostly in skill-intensive tasks that need iterative practice. Combining it with periodic instructor guidance and peer collaboration is also emphasized.

Dose-Dependent Association Between Pancasila Student Profile (P5) Curriculum Exposure and Civic Engagement Among Indonesian Secondary School Students

2026-10-30T04:18:30+00:00

Background. The Projek Penguatan Profil Pelajar Pancasila (P5; Pancasila Student Profile Strengthening Project) is a defining component of Indonesia’s Kurikulum Merdeka, introduced in 2022. It aims to build civic values and participatory dispositions through project-based learning, yet large-scale quantitative evidence on its link to civic engagement is scarce.

Objective. This study evaluated the association between P5 exposure intensity and civic engagement among Indonesian secondary school adolescents, controlling for established sociodemographic confounders.

Methods. This cross-sectional study drew a stratified cluster sample of 312 students (Grades 10–12) from 18 secondary schools in five provinces. Civic engagement was measured with a 25-item instrument adapted from the International Association for the Evaluation of Educational Achievement (IEA) framework (Cronbach’s α = 0.83; composite 0–100; high engagement ≥ 65). School-level participation scores classified P5 exposure as high, moderate, or low. Multivariable logistic regression identified independent predictors of high engagement.

Results. Scores rose across exposure groups (low 49.1, moderate 61.0, high 72.3; ANOVA F(2,309) = 86.85, p < 0.001; η² = 0.36; Cohen’s d = 2.04 for high vs low). High P5 exposure was independently associated with higher odds of high civic engagement (adjusted OR = 17.12; 95% CI 3.82–76.74; p < 0.001), as was each unit of continuous participation (OR = 2.44; 95% CI 1.71–3.48; p < 0.001). Model fit was good (AUC = 0.82).

Conclusion. In this cross-sectional sample, higher P5 exposure was associated with stronger civic engagement in a graded pattern. The findings support longitudinal study of high-fidelity, equitable implementation of the Merdeka Curriculum.

Effectiveness of a Neuroeducation-Based Instructional In-tervention on Cognitive Flexibility and Creative Resilience Among Undergraduate Students: A Quasi-Experimental Study

2026-10-30T04:26:10+00:00

Background. Neuroeducation-based instructional approaches have drawn attention as a way to improve cognitive outcomes, yet empirical evidence from higher education is limited.

Objective. This study evaluated an eight-week neuroeducation-based instructional intervention. The outcomes were cognitive flexibility, creative resilience, and academic engagement among undergraduate students.

Methods. We used a quasi-experimental pre-test post-test control group design. In all, 124 undergraduates at a private university in Palembang, Indonesia took part: an experimental group (n = 62) received the neuroeducation-based intervention, and a control group (n = 62) received conventional instruction. Cognitive flexibility was measured with the Cognitive Flexibility Inventory (CFI), creative resilience with the Creative Resilience Scale (CRS), and academic engagement with the Academic Engagement Scale (AES). Analysis of covariance (ANCOVA) controlled for pre-test scores, and bootstrapping (10,000 resamples) gave confidence intervals for the effect sizes.

Results. Post-test scores were significantly higher in the experimental group for cognitive flexibility (p < 0.001, d = 1.72, 95% CI [1.28, 2.16]), creative resilience (p < 0.001, d = 1.89, 95% CI [1.44, 2.34]), and academic engagement (p < 0.001, d = 1.12, 95% CI [0.70, 1.54]).

Conclusion. In this sample, the neuroeducation-based intervention was associated with higher cognitive flexibility, creative resilience, and academic engagement. The findings support further evaluation of neuroscience-informed pedagogy in higher education curricula.