Faculty of Education, SEGI University, 47810 Petaling Jaya, Selangor, Malaysia.
Department of Art and Design, Zhengzhou College of Finance and Economics, Zhengzhou, 450000, Henan, China.
Sci Rep. 2024 Aug 31;14(1):20287. doi: 10.1038/s41598-024-70908-3.
Assessing and cultivating students' HOTS are crucial for interior design education in a blended learning environment. However, current research has focused primarily on the impact of blended learning instructional strategies, learning tasks, and activities on the development of HOTS, whereas few studies have specifically addressed the assessment of these skills through dedicated scales in the context of blended learning. This study aimed to develop a comprehensive scale for assessing HOTS in interior design major students within the context of blended learning. Employing a mixed methods design, the research involved in-depth interviews with 10 education stakeholders to gather qualitative data, which informed the development of a 66-item soft skills assessment scale. The scale was administered to a purposive sample of 359 undergraduate students enrolled in an interior design program at a university in China. Exploratory and confirmatory factor analyses were also conducted to evaluate the underlying factor structure of the scale. The findings revealed a robust four-factor model encompassing critical thinking skills, problem-solving skills, teamwork skills, and practical innovation skills. The scale demonstrated high internal consistency (Cronbach's alpha = 0.948-0.966) and satisfactory convergent and discriminant validity. This scale provides a valuable instrument for assessing and cultivating HOTS among interior design major students in blended learning environments. Future research can utilize a scale to examine the factors influencing the development of these skills and inform instructional practices in the field.
在混合式学习环境中，评估和培养学生的 HOTS（高阶思维能力）对于室内设计教育至关重要。然而，目前的研究主要集中在混合式学习教学策略、学习任务和活动对 HOTS 发展的影响上，而很少有研究专门针对通过混合式学习中的专用量表来评估这些技能。本研究旨在为混合式学习环境中的室内设计专业学生开发一种全面的 HOTS 评估量表。本研究采用混合方法设计，通过对 10 位教育利益相关者进行深入访谈收集定性数据，在此基础上开发了一个包含 66 个项目的软技能评估量表。该量表对中国一所大学室内设计专业的 359 名本科生进行了测试。还进行了探索性和验证性因素分析，以评估量表的潜在因素结构。研究结果显示，该量表具有稳健的四因素模型，涵盖了批判性思维技能、解决问题的技能、团队合作技能和实践创新技能。该量表具有较高的内部一致性（Cronbach's alpha=0.948-0.966）和满意的收敛和区分效度。该量表为评估和培养混合式学习环境中室内设计专业学生的 HOTS 提供了一个有价值的工具。未来的研究可以使用该量表来检验影响这些技能发展的因素，并为该领域的教学实践提供信息。
