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Interest-driven creator theory: towards a theory of learning design for Asia in the twenty-first century


Chan, Tak Wai and Looi, Chee Kit and Chen, Wenli and Wong, Lung Hsiang and Chang, Ben and Liao, Calvin C. Y. and Cheng, Hercy and Chen, Zhi Hong and Liu, Chen Chung and Kong, Siu Cheung and Jeong, Heisawn and Mason, Jon and So, Hyo Jeong and Murthy, Sahana and Yu, Fu Yun and Wong, Su Luan and King, Ronnel B. and Gu, Xiaoqing and Wang, Minhong and Wu, Longkai and Huang, Ronghuai and Lam, Rachel and Ogata, Hiroaki (2018) Interest-driven creator theory: towards a theory of learning design for Asia in the twenty-first century. Journal of Computers in Education, 5 (4). pp. 435-461. ISSN 2197-9987; ESSN: 2197-9995


Asian education is known for its examination-driven orientation, with the downsides of distorting the processes of learning and teaching, diminishing students’ interest in learning, and failing to nurture twenty-first century competencies among students. As a group of Asian researchers, we have been developing Interest-Driven Creator (IDC) Theory, a design theory based on three anchored concepts, namely interest, creation, and habit. Each of these anchored concepts is represented by a loop composed of three components. In the interest loop, the three components are triggering, immersing, and extending. The components of the creation loop are imitating, combining, and staging. The habit loop consists of cuing environment, routine, and harmony. These three loops are interconnected in various ways, with their characteristics revealed by the design process. We hypothesize that technology-supported learning activities that are designed with reference to IDC Theory will enable students to develop interest in learning, be immersed in the creation process, and, by repeating this process in their daily routines, strengthen habits of creation. Furthermore, students will excel in learning performance, develop twenty-first century competencies, and become lifelong interest-driven creators. To sharpen our understanding and further the development of the theory, we need more discussion and collaborative efforts in the community. Hypotheses arising from this theory can be tested, revised, or refined by setting up and investigating IDC Theory-based experimental sites. By disseminating the framework, foundations, and practices to the various countries and regions of Asia, we hope that it will bring about compelling examples and hence a form of quality education for the twenty-first century, which is an alternative to the examination-driven education system. In this paper, we present an overall introduction to IDC Theory and its history, and discuss some of the steps for advancing it in the future.

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Additional Metadata

Item Type: Article
Divisions: Faculty of Educational Studies
DOI Number: https://doi.org/10.1007/s40692-018-0122-0
Publisher: Springer
Keywords: Interest-driven learning; Creator-based learning; Creation; Learning design theory; Twenty-first century competencies; Inquiry-based learning; Design thinking; Game-based learning; Seamless learning; Challenge
Depositing User: Nurul Ainie Mokhtar
Date Deposited: 15 Jan 2020 03:32
Last Modified: 15 Jan 2020 03:32
Altmetrics: http://www.altmetric.com/details.php?domain=psasir.upm.edu.my&doi=10.1007/s40692-018-0122-0
URI: http://psasir.upm.edu.my/id/eprint/54326
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