| Title: | A Model for Improving the Design Innovation Ability of Design Students in Universities in Shandong Province |
| Author: | Sun Mengqi |
| Advisor: | รศ. ดร.บุญมี เณรยอด – Assoc. Prof. Dr. Boonmee Nenyod |
| Degree: | ปรัชญาดุษฎีบัณฑิต สาขาวิชานวัตกรรมการบริหารการศึกษา – Doctor of Philosophy Program in Educational Administration Innovation |
| Major: | ปร.ด. นวัตกรรมการบริหารการศึกษา – Ph.D. in Educational Administration Innovation |
| Faculty: | บัณฑิตวิทยาลัย (Graduate School) |
| Academic year: | 2569 (2026) |
| Published: | ตีพิมพ์ในวารสาร (Journal Name) วารสารมนุษยศาสตร์และสังคมศมศาสตร์ มหาวิทยาลัยราชภัฏพิบูลสงคราม ปีที่ 20 ฉบับที่ 2 กรกฎาคม –ธันวาคม 2569 หน้า 1-17 | Humanities and Social Sciences Journal of Pibulsongkram Rajabhat University Vol. 19 No.2 July –December 2026 pp. 1-17 TCI Tier 1 Publication Year: 2569 (2026) View นำเสนอในที่ประชุมวิชาการ (Conference) The 1st Thailand-Sino International Conference and the 17th National and International Academic Conference “New Quality Productive Forces and Sustainable Innovation” 14-16 November 2024, Bangkok Thailand pp. 1004-1011 Conference Publication Year: 2567 (2024) View |
Abstract
This study aimed to develop and validate a model to enhance the design innovation ability (DIA) of design students at universities across Shandong Province. Guided by social cognitive theory, the digital literacy framework, knowledge management theory, and the technology acceptance model (TAM), this study examined the effects of creative self-efficacy (CSE), digital literacy (DL), intrinsic motivation (IM), and knowledge sharing (KS) on design innovation ability. It employed multimedia-supported instruction (MSI) as a mediating variable and technology acceptance (TA) as a moderating variable in empirical research.
Employing a mixed-methods approach, the study collected 467 valid questionnaires. Structural equation modeling (SEM) analyzed the questionnaire data, complemented by focus group discussions with eight students from diverse backgrounds using a structured discussion guide, and qualitative analysis of focus group discation data. The findings revealed that creative self-efficacy, digital literacy, intrinsic motivation, and knowledge sharing all had significant positive effects on design innovation ability. Multimedia-supported instruction partially mediated the relationships between these four antecedent variables and design innovation Ability. Technology acceptance exerted a significant negative moderating effect on the relationship between multimedia-supported instruction and design innovation ability, indicating that students with lower levels of technology acceptance benefited more from multimedia-supported instruction. Qualitative analysis further revealed underlying mechanisms, such as feedback loops, participation in authentic projects, and peer collaboration, in the innovation formation process.
Based on these findings, the study proposes the “Design Innovation Ability Enhancement Model” and outlines practical strategies across three levels: institutional, instructional, and student. Theoretically, this research expands the application of TAM and social cognitive theory in design education. In practice, it provides data-driven insights and educational pathways to cultivate innovative design talent in the digital era.
Keywords: design innovation ability, creative self-efficacy, digital literacy, intrinsic motivation, knowledge sharing, multimedia-supported instruction, technology acceptance, higher education