Creativity, Problem-Solving, and Critical Thinking Skills

These skills have been used in this research in light of the definitions below which have been obtained from literature and based on how they used to be taught at the co- curricular program courses at the context of this study. Creativity is the procedure whereby learners go beyond limitations and produce their own original ideas or solutions, problem-solving refers to reaching specific goals by finding ways to overcome barriers between a given state and the desired goal, and critical thinking is more evaluative and analytical in nature, and it refers to the cognitive strategies that are essential to improve students’ decision making, critical judgment, and self- reflection (Iqbal, 2016; Akcaoglu & Koehler, 2014; Lai & Hwang, 2014; Zeng, Proctor, & Salvendy, 2011; Lazakidou & Retalis, 2010; Yang & Cheng, 2010).

In this respect, most participants of this research think that M-Learning plays an important role in developing trainees’ creativity, problem solving, and critical thinking skills. For example, of 133 trainee-respondents, 85 (64%) think that mobile technologies helped them to improve their creativity skills while 29 (22%) do not think so. Also, 83 (62.5%) think that mobile technologies helped them to improve their problem-solving skills while 18 (13.5%) do not think so. Finally, 48 (36%) think that mobile technologies helped them to improve their critical thinking skills while 35 (26%) do not think so. There are 50 (37.5%) trainees who took a neutral position in this area, and they can change the data significantly if they are added to either of the respondents who agree or disagree.

In this respect, comments from the interviews and questionnaires support this finding. For example, mobile devices can ignite original and fresh ideas and help trainees in handling issues and problems in an analytical style. They can encourage trainees to ask more questions, and thus, curiosity is accommodated because trainees are more confident that whatever questions they raise, they may find their answers, or clues to the answers in the rich resources available on their devices instantly and at anywhere. Trainee 7 from ETU shared this view:

We certainly ask more questions now because we know we will find the answers handy and available on Google and Wikipedias. We are not stuck between covers as in studying with textbooks. The various resources can help us to find or create better solutions to all problems we might face.

Besides, the ubiquity and connectivity features of mobile technologies encourage trainees to look for innovative and ‘other methods’ of doing things, which means there is a higher level of curiosity developed with these devices. Trainee 13 from MTU commented:

I am more curious with the iPad! Sometimes I look for some information that is not available on the iBook, or - even though it may be available - I go online to see how this specific issue or topic is being handled differently in other contexts.

Having the confidence that they will find answers or clues to answers of whatever questions they raise, trainees are more inclined to adopt an active role in the learning process and to understand that the instructor is not the sole source of knowledge; thus, promoting a more learner-centred environment. Kilis (2013) came to similar conclusions as she argued that mobile technologies have the potential to support individualized and self-directed learning.

Also, study participants indicated that learning from different resources and from others’ experiences - which mobile devices facilitate access to - may sharpen creativity, critical thinking, and problem-solving skills. Searching for and using new applications and websites that help trainees to design their own drawings and learning materials impacts these skills positively. Trainees can develop lots of routine activities in a creative and appealing way on their devices. Trainee 9 from MTU gave this example:

The iPad helps us to be more creative because it widens the scope of learning from different resources and it facilitates downloading applications that help us design new things in new ways. Also, many individuals, organizations, and companies share how they handled specific issues or problems innovatively. We learn from these and sometimes try to adapt them to suit our needs in a creative way.

Similarly, Trainee 1 from the PCSTU explained how the iPad helped him with improving his creativity and critical thinking skills through the various applications on the device:

Now I am studying a course about electrical circuits. So, when the instructor tells me to do an electrical circuit, there is a website that I access on the iPad where I can do any electrical circuit easily and without wasting a lot of time. Drawings and connecting things together are made easier, and we are more creative and accurate.

Existing literature that investigated the role of mobile technologies in promoting creativity, problem-solving, and critical thinking skills came to similar findings. For

example, in their study to investigate the effect of M-Learning on the critical thinking skills, Cavus and Uzunboylu (2009) found that the students’ creativity improved significantly with the use of mobile technologies for extended periods of time. Likewise, Garwood (2013) confirmed that new technologies can enable students “to learn to use a more advanced skill set including the ability to process the ever- increasing amount of available information, become flexible thinkers and creative problem-solvers” (p. 25). In this respect, curriculum developers and instructors have to incorporate more exercises, resources, applications, and activities that can increase learners’ curiosity, creativity, critical thinking, and problem-solving skills. Perhaps more challenging and interactive game-based lessons, scenarios, and situations can be developed for this purpose.