Market Strategy Report 2019: Inclusion of Direct Strategies at LNU
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This market strategy report, submitted by a student, investigates the integration of direct strategic applications within creative knowledge environments and their impact on learners at Linnaeus University (LNU). The research addresses the lack of specific strategies in LNU's vision and strategy document, focusing on learner behaviors and preferences to identify effective approaches. The report includes an introduction, theoretical framework, methodology, empirical investigation, and conclusion. It explores various strategies, including studying environments, gaming designs, curriculum construction, flipped classroom models, AI and 3D virtual worlds, technology-enhanced learning, nature engagements, emotional connections, teacher self-reflections, entrepreneur involvement, and design thinking. The study aims to determine which strategies are most effective based on learner perspectives and how they can positively influence the creative knowledge environment at LNU. The research also addresses the limitations of the study, such as the lack of directly applied data and in-depth studies on the topic. The report concludes with a discussion of the findings and recommendations for future research.
Market Strategy Report 1
“Inclusion of Direct Strategic Application Within the Creative Knowledge
Environments & Their Impact on learners: A Market Strategy Report.”
2019
“Inclusion of Direct Strategic Application Within the Creative Knowledge
Environments & Their Impact on learners: A Market Strategy Report.”
2019
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Market Strategy Report 2
Abstract
This research is a formulation of my understanding on the identification of a research
question that pertains to the problem of lacking in regards to the directly applied strategies
within the annual document of LNU. The case of this research id defined through its division
into the Introduction, Theoretical Framework, Methodology, Empirical Investigation,
Research Analysis, as well as the Concluding Comments.
The stress of the missing information which I have managed to assess within the
research cannot be highlighted enough, as it forms the base for the document that is being
assessed. Without direct strategic application, the whole set of strategies seems generalised
and incomplete. To cater to the matter in a more effective manner, the study of learner
behaviours and attitudes regarding the various proposed strategies that can be applied directly
has been measured, as they will be the prime recipients of it. The final proposed strategies
that are both effective and direct in their application include that of Studying environments,
Gaming designs and simulations, Construction of creative curriculums for the institution’s
educational years, Application of the flipped classroom model, Usage of 3D multi-user
virtual worlds and AI technologies for educating students, Learning that is technologically
enhanced (TEL), Student engagements with the nature, Usage of emotional connection to
solve issues empathetically, Self-reflections of the teachers, Inviting entrepreneurs and
innovators of different domains for interactive and informative class sessions, as well as the
Usage of design thinking process to manage problem-based learnings or PBL.
Abstract
This research is a formulation of my understanding on the identification of a research
question that pertains to the problem of lacking in regards to the directly applied strategies
within the annual document of LNU. The case of this research id defined through its division
into the Introduction, Theoretical Framework, Methodology, Empirical Investigation,
Research Analysis, as well as the Concluding Comments.
The stress of the missing information which I have managed to assess within the
research cannot be highlighted enough, as it forms the base for the document that is being
assessed. Without direct strategic application, the whole set of strategies seems generalised
and incomplete. To cater to the matter in a more effective manner, the study of learner
behaviours and attitudes regarding the various proposed strategies that can be applied directly
has been measured, as they will be the prime recipients of it. The final proposed strategies
that are both effective and direct in their application include that of Studying environments,
Gaming designs and simulations, Construction of creative curriculums for the institution’s
educational years, Application of the flipped classroom model, Usage of 3D multi-user
virtual worlds and AI technologies for educating students, Learning that is technologically
enhanced (TEL), Student engagements with the nature, Usage of emotional connection to
solve issues empathetically, Self-reflections of the teachers, Inviting entrepreneurs and
innovators of different domains for interactive and informative class sessions, as well as the
Usage of design thinking process to manage problem-based learnings or PBL.
Market Strategy Report 3
Table of Contents
1. Introduction.....................................................................................................................................5
1. 1. Background of the Study...................................................................................................5
1. 2. Problem Statement and Discussion..................................................................................6
1. 3. Purpose of the Research....................................................................................................6
1. 4. Research Questions............................................................................................................6
1. 5. Delimitations of the Study.................................................................................................7
2. Theoretical Framework...................................................................................................................7
......................................................................................................................................................8
2.1. Learners’/Students’ Evaluation & Reception of the Suggested strategies
(Independent Variable)..............................................................................................................8
2. 2. Narrowed Strategies and their Effective Domains (Dependent Variables)..................9
2. 2. 1. The studying environment:................................................................................................9
2. 2. 2. Gaming design and application:.........................................................................................9
2. 2. 3. Creative construction of the curriculum:............................................................................9
2. 2. 4. Flipped classroom model:..................................................................................................9
2. 2. 5. AI and 3D multi-user virtual worlds:...............................................................................10
2. 2. 6. Technology enhanced learning (TEL):.............................................................................10
2. 2. 7. Nature engagements:........................................................................................................10
2. 2. 8. Use of emotional connections:.........................................................................................10
2. 2. 9. Teachers’ self-reflections:................................................................................................10
2. 2. 10. Inviting entrepreneurs and innovators:...........................................................................11
2. 2. 11. Design thinking process for problem based learning (PBL):..........................................11
3. Methodology...................................................................................................................................11
3. 1. Methodology Selection & Reasoning..............................................................................11
3. 2. Source Criticism...............................................................................................................12
3. 3. Operationalization...........................................................................................................12
3. 3. 1. Independent Variable (Application of learner preference and inclination):......................12
3. 3. 2. Dependent Variable (The narrowed strategies suggested for better creative educational
purposes):....................................................................................................................................13
4. Empirical Investigation.................................................................................................................13
6. Conclusion......................................................................................................................................19
7. References......................................................................................................................................21
8. Appendices.....................................................................................................................................25
8. 1. The Design Thinking Process:........................................................................................25
8. 2. Stages of ICT Incorporation within Creative Educational Aspects:...........................25
Table of Contents
1. Introduction.....................................................................................................................................5
1. 1. Background of the Study...................................................................................................5
1. 2. Problem Statement and Discussion..................................................................................6
1. 3. Purpose of the Research....................................................................................................6
1. 4. Research Questions............................................................................................................6
1. 5. Delimitations of the Study.................................................................................................7
2. Theoretical Framework...................................................................................................................7
......................................................................................................................................................8
2.1. Learners’/Students’ Evaluation & Reception of the Suggested strategies
(Independent Variable)..............................................................................................................8
2. 2. Narrowed Strategies and their Effective Domains (Dependent Variables)..................9
2. 2. 1. The studying environment:................................................................................................9
2. 2. 2. Gaming design and application:.........................................................................................9
2. 2. 3. Creative construction of the curriculum:............................................................................9
2. 2. 4. Flipped classroom model:..................................................................................................9
2. 2. 5. AI and 3D multi-user virtual worlds:...............................................................................10
2. 2. 6. Technology enhanced learning (TEL):.............................................................................10
2. 2. 7. Nature engagements:........................................................................................................10
2. 2. 8. Use of emotional connections:.........................................................................................10
2. 2. 9. Teachers’ self-reflections:................................................................................................10
2. 2. 10. Inviting entrepreneurs and innovators:...........................................................................11
2. 2. 11. Design thinking process for problem based learning (PBL):..........................................11
3. Methodology...................................................................................................................................11
3. 1. Methodology Selection & Reasoning..............................................................................11
3. 2. Source Criticism...............................................................................................................12
3. 3. Operationalization...........................................................................................................12
3. 3. 1. Independent Variable (Application of learner preference and inclination):......................12
3. 3. 2. Dependent Variable (The narrowed strategies suggested for better creative educational
purposes):....................................................................................................................................13
4. Empirical Investigation.................................................................................................................13
6. Conclusion......................................................................................................................................19
7. References......................................................................................................................................21
8. Appendices.....................................................................................................................................25
8. 1. The Design Thinking Process:........................................................................................25
8. 2. Stages of ICT Incorporation within Creative Educational Aspects:...........................25
Market Strategy Report 4
1. Introduction
1. 1. Background of the Study
In the sector of education, the trend of incorporating strategies that aid creative
development and thinking aspects of the students/learners have been gaining much favour
and popularity. The reason for this is the advantageous linkage of creative thinking with
innovative teaching and educating methods that are applied (Davies et al., 2013). When the
aspect of creative knowledge environments is discussed, there needs to be an understanding
of what learner behaviours are highly influenced by it. Studies reveal that students and
learners of all kinds show a more positive approach towards the structures and learning
environments that are far from portraying an educational one (Boys, 2010). Instead, the
learners of modern time and earlier ones as well, much prefer to give their creative senses an
exercise when they are free from places that remind them of studying in general. Promotion
of creative learning is an essential aspect of teaching, where the educational institution’s
management and teaching faculty have the responsibility of shaping the young and creative
minds through teaching and management techniques which fuel such innovative behaviours
(Ferrari et al., 2009). Hence, it can be said that the strategies that are used to make classrooms
and study times more flexible and creative thought inducing are much more important than
we realise and are capable of ignoring at times.
The research will go through these two similar problems that have been identified and
will be discussed throughout its course from the Vision & Strategy document of the LNU,
where the major case if finding out different direct strategies that can be applied for creative
behaviour inducing, as well as the development of measurement and understanding when it
comes to the perception of the learners that will be involved throughout the process. The
involvement of strategic distribution of actions throughout the three goals that have been
mentioned within the LNU document will represent a more defined action plan giving
1. Introduction
1. 1. Background of the Study
In the sector of education, the trend of incorporating strategies that aid creative
development and thinking aspects of the students/learners have been gaining much favour
and popularity. The reason for this is the advantageous linkage of creative thinking with
innovative teaching and educating methods that are applied (Davies et al., 2013). When the
aspect of creative knowledge environments is discussed, there needs to be an understanding
of what learner behaviours are highly influenced by it. Studies reveal that students and
learners of all kinds show a more positive approach towards the structures and learning
environments that are far from portraying an educational one (Boys, 2010). Instead, the
learners of modern time and earlier ones as well, much prefer to give their creative senses an
exercise when they are free from places that remind them of studying in general. Promotion
of creative learning is an essential aspect of teaching, where the educational institution’s
management and teaching faculty have the responsibility of shaping the young and creative
minds through teaching and management techniques which fuel such innovative behaviours
(Ferrari et al., 2009). Hence, it can be said that the strategies that are used to make classrooms
and study times more flexible and creative thought inducing are much more important than
we realise and are capable of ignoring at times.
The research will go through these two similar problems that have been identified and
will be discussed throughout its course from the Vision & Strategy document of the LNU,
where the major case if finding out different direct strategies that can be applied for creative
behaviour inducing, as well as the development of measurement and understanding when it
comes to the perception of the learners that will be involved throughout the process. The
involvement of strategic distribution of actions throughout the three goals that have been
mentioned within the LNU document will represent a more defined action plan giving
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Market Strategy Report 5
parents, learners as well as the associated teachers a more focused vision and goal
achievement criteria regarding the creative knowledge environment at LNU.
1. 2. Problem Statement and Discussion
The problem statement for this research takes on the topic of “Inclusion of Direct
Strategic Application Within the Creative Knowledge Environments & Their Impact on
learners”, and how it is one of significant discussion through the vision and strategy
document of LNU. The topic leads towards the missing areas within the document when it
comes to the Institution’s strategic goals regarding their creative learning/knowledge
environment establishments, and shows that there is a need of identifying the more specific
strategies that will streamline the process and show the ones that are most favourable when it
comes to students becoming more receptive and appreciative of them.
The essence of good research begins with an appropriate topic and a list of questions
that guide its purpose, which is the way of conducting research in this case. The application
of direct strategies and their inclusion in the annual report of LNU is vital to the success of
their establishment’s portrayal of how the institute will go about strategizing in different
manners to attain their general goals in the aspect of Creative knowledge environments at
LNU. Without this critical information of how direct strategies will play their part in the
effectiveness of the Creative knowledge environments, there will a loophole in the
understanding of the vision and general goals that have been mentioned within the document.
The inclusion of directly applicable strategies will ensure a more prominent learning path that
will be fruitful for the understanding in both teaching and learning aspects. Where learners’
inputs and perceptions regarding the strategies will influence their level and domain of
effectiveness in terms of what the students concisder more beneficial ways of inducing
creativity and innovation, the strategies will also give the faculty of LNU an insight into how
they will have to mold their own teaching methodologies to get them in line with the creative
parents, learners as well as the associated teachers a more focused vision and goal
achievement criteria regarding the creative knowledge environment at LNU.
1. 2. Problem Statement and Discussion
The problem statement for this research takes on the topic of “Inclusion of Direct
Strategic Application Within the Creative Knowledge Environments & Their Impact on
learners”, and how it is one of significant discussion through the vision and strategy
document of LNU. The topic leads towards the missing areas within the document when it
comes to the Institution’s strategic goals regarding their creative learning/knowledge
environment establishments, and shows that there is a need of identifying the more specific
strategies that will streamline the process and show the ones that are most favourable when it
comes to students becoming more receptive and appreciative of them.
The essence of good research begins with an appropriate topic and a list of questions
that guide its purpose, which is the way of conducting research in this case. The application
of direct strategies and their inclusion in the annual report of LNU is vital to the success of
their establishment’s portrayal of how the institute will go about strategizing in different
manners to attain their general goals in the aspect of Creative knowledge environments at
LNU. Without this critical information of how direct strategies will play their part in the
effectiveness of the Creative knowledge environments, there will a loophole in the
understanding of the vision and general goals that have been mentioned within the document.
The inclusion of directly applicable strategies will ensure a more prominent learning path that
will be fruitful for the understanding in both teaching and learning aspects. Where learners’
inputs and perceptions regarding the strategies will influence their level and domain of
effectiveness in terms of what the students concisder more beneficial ways of inducing
creativity and innovation, the strategies will also give the faculty of LNU an insight into how
they will have to mold their own teaching methodologies to get them in line with the creative
Market Strategy Report 6
enhancement curriculum and definition of these two aspects will give the institution a more
purposeful take on describing what their general goals are and exactly what strategies will
they directly apply throughout the process to attain them.
1. 3. Purpose of the Research
The purpose of this research is in the portrayal of a more demanding aspect of the
vision and strategy document of LNU, which has not been included in it. The significance of
including the more evident and direct strategical distribution is to establish an understanding
from the perspectives of both the learners as well the management, as it will help give them
both much clear insight into how the creative knowledge environment provided by the
institution will help nurture their creative thinking and growth process throughout the study
time.
1. 4. Research Questions
The questions that will guide the purpose of this research are as follows;
What are the strategies that show the direct application of a management and teaching
process to fuel creativity within learners through this establishment?
What strategies are more or less effective, depending on the learner’s viewpoint and
perception?
What is the way in which the narrowed strategies can positively impact the course of
Creative knowledge environment within LNU?
1. 5. Delimitations of the Study
The few delimitations of this study that hindered maximum effectiveness are
as follows;
1. Lack of directly applied data that would provide a definitive insight into the minds of
learners when it comes to the perception of different ways of teaching within a
creative knowledge environment.
enhancement curriculum and definition of these two aspects will give the institution a more
purposeful take on describing what their general goals are and exactly what strategies will
they directly apply throughout the process to attain them.
1. 3. Purpose of the Research
The purpose of this research is in the portrayal of a more demanding aspect of the
vision and strategy document of LNU, which has not been included in it. The significance of
including the more evident and direct strategical distribution is to establish an understanding
from the perspectives of both the learners as well the management, as it will help give them
both much clear insight into how the creative knowledge environment provided by the
institution will help nurture their creative thinking and growth process throughout the study
time.
1. 4. Research Questions
The questions that will guide the purpose of this research are as follows;
What are the strategies that show the direct application of a management and teaching
process to fuel creativity within learners through this establishment?
What strategies are more or less effective, depending on the learner’s viewpoint and
perception?
What is the way in which the narrowed strategies can positively impact the course of
Creative knowledge environment within LNU?
1. 5. Delimitations of the Study
The few delimitations of this study that hindered maximum effectiveness are
as follows;
1. Lack of directly applied data that would provide a definitive insight into the minds of
learners when it comes to the perception of different ways of teaching within a
creative knowledge environment.
Market Strategy Report 7
2. Lack of in-depth and different ranging studies on the topic, which made the aspect of
data collection and empirical analysis somewhat difficult to manage, as there were
limited resources on this issue.
2. Theoretical Framework
The theoretical framework for this research can be illustrated as follows;
The narrowed strategies that can be made a part of the LNU vision and strategy
document include the following;
The studying
environment
Gaming design &
application
Technology
enhanced learning
AI & 3D multi-user
virtual worlds
Teachers' self-
reflections
Inviting
entrepreneurs &
innovators
A more defined
concept for both
the teaching
management, as
well as the student
body in terms of
creative learning
& enhancement at
LNU
Narrowed strategy
list to reach
general goals of
the creative
knowledge
environment at
LNU
Use of
learner/student
preference and
academic literature
to support a list of
strategies
2. Lack of in-depth and different ranging studies on the topic, which made the aspect of
data collection and empirical analysis somewhat difficult to manage, as there were
limited resources on this issue.
2. Theoretical Framework
The theoretical framework for this research can be illustrated as follows;
The narrowed strategies that can be made a part of the LNU vision and strategy
document include the following;
The studying
environment
Gaming design &
application
Technology
enhanced learning
AI & 3D multi-user
virtual worlds
Teachers' self-
reflections
Inviting
entrepreneurs &
innovators
A more defined
concept for both
the teaching
management, as
well as the student
body in terms of
creative learning
& enhancement at
LNU
Narrowed strategy
list to reach
general goals of
the creative
knowledge
environment at
LNU
Use of
learner/student
preference and
academic literature
to support a list of
strategies
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Market Strategy Report 8
2.1. Learners’/Students’ Evaluation & Reception of the Suggested strategies
(Independent Variable)
It is important to understand the essence of learner feedback and preference when it
comes to creative study models because they drive the way in which the strategies are
implemented and impact a certain situation. To get to the part of associating and listing the
most effective strategies, one must also have a look at the relationship between creative
learning environments and the creative capability of the students/learners, mainly through the
influential factors of confidence, motivation, resilience building, attaining and retaining
pupils, as well as the growth of problem-solving and interpersonal skills (Davies et al., 2013).
With such findings associated with the relationship between learner creative thinking levels
and the creative learning environments, it is evident that the need for effective strategies in
this department be addressed as clearly as possible. This is also a possibility because of the
valuable feedback that is taken directly from learners across different universities of the globe
to identify successfully the areas that can help them by reaching positive levels for creative
and innovative growth.
2. 2. Narrowed Strategies and their Effective Domains (Dependent Variables)
2. 2. 1. The studying environment: Those which relate to the cause of allocating
better and more resourceful areas and sitting/studying arrangements that make the learners
feel at ease through both traditional and non-traditional concepts (Clayton et al., 2010). These
can include differences in architectural designs of the educational institutes, as well as more
collaborative classrooms and study areas that do not remind the students of only lectures and
notebooks.
2. 2. 2. Gaming design and application: Despite the many misconceptions that
surround this strategy for creative build-up, Educational gaming designs help the student
become more focused and interested in their studies, creating a new sense of motivation
Creative
construction of the
curriculum
Flipped classroom
model
Use of emotional
connections
Nature
engagements
Design thinking
process for
problem based
learning
2.1. Learners’/Students’ Evaluation & Reception of the Suggested strategies
(Independent Variable)
It is important to understand the essence of learner feedback and preference when it
comes to creative study models because they drive the way in which the strategies are
implemented and impact a certain situation. To get to the part of associating and listing the
most effective strategies, one must also have a look at the relationship between creative
learning environments and the creative capability of the students/learners, mainly through the
influential factors of confidence, motivation, resilience building, attaining and retaining
pupils, as well as the growth of problem-solving and interpersonal skills (Davies et al., 2013).
With such findings associated with the relationship between learner creative thinking levels
and the creative learning environments, it is evident that the need for effective strategies in
this department be addressed as clearly as possible. This is also a possibility because of the
valuable feedback that is taken directly from learners across different universities of the globe
to identify successfully the areas that can help them by reaching positive levels for creative
and innovative growth.
2. 2. Narrowed Strategies and their Effective Domains (Dependent Variables)
2. 2. 1. The studying environment: Those which relate to the cause of allocating
better and more resourceful areas and sitting/studying arrangements that make the learners
feel at ease through both traditional and non-traditional concepts (Clayton et al., 2010). These
can include differences in architectural designs of the educational institutes, as well as more
collaborative classrooms and study areas that do not remind the students of only lectures and
notebooks.
2. 2. 2. Gaming design and application: Despite the many misconceptions that
surround this strategy for creative build-up, Educational gaming designs help the student
become more focused and interested in their studies, creating a new sense of motivation
Creative
construction of the
curriculum
Flipped classroom
model
Use of emotional
connections
Nature
engagements
Design thinking
process for
problem based
learning
Market Strategy Report 9
through rewarded efforts that they put into them (Subhash and Cudney, 2018). Especially in
the higher educational aspects, the gamification phenomenon has been linked to an increase
in the promotion of competition, teamwork effectiveness, goal motivation and better
communication standards within the students.
2. 2. 3. Creative construction of the curriculum: This action relates to the
evaluation of the existing curriculum of the educational institute, and the identification of
weak areas that can be replaced with effective strategies that are capable of fueling creative
and innovative learning within the students. Creative knowledge environments desperately
need such changes which are most cemented in their application and are thought through by
the teachers and institution’s management for better achievements of their creative goals
(Guerrero, 2019). This is done through the inclusion of teaching methods that delve deeper
into problem solving and creativity building behaviours of the learners.
2. 2. 4. Flipped classroom model: The flipped classroom model is a standard
example of switching the traditional teaching methods for ones that are more suitable for the
new generation (Mishra et al., 2013). This includes the digital and technological involvement
within education, in which students mostly interact through computer and related databases
for studying.
2. 2. 5. AI and 3D multi-user virtual worlds: Artificial intelligence and 3D virtual
learning aspects help the students in more ways than one (Dalgarno and Lee, 2010). These
include learning through interaction between computer-based technologies and the learners,
to help reach creative thinking goals which include that of better experiential learning, richer
and far collaborative learning than any other methods, as well as enhancement of spatial
knowledge and creative problem-solving skills.
2. 2. 6. Technology-enhanced learning (TEL): The new generation has been
showing an evident inclination towards the modern/digital methods of teaching and
through rewarded efforts that they put into them (Subhash and Cudney, 2018). Especially in
the higher educational aspects, the gamification phenomenon has been linked to an increase
in the promotion of competition, teamwork effectiveness, goal motivation and better
communication standards within the students.
2. 2. 3. Creative construction of the curriculum: This action relates to the
evaluation of the existing curriculum of the educational institute, and the identification of
weak areas that can be replaced with effective strategies that are capable of fueling creative
and innovative learning within the students. Creative knowledge environments desperately
need such changes which are most cemented in their application and are thought through by
the teachers and institution’s management for better achievements of their creative goals
(Guerrero, 2019). This is done through the inclusion of teaching methods that delve deeper
into problem solving and creativity building behaviours of the learners.
2. 2. 4. Flipped classroom model: The flipped classroom model is a standard
example of switching the traditional teaching methods for ones that are more suitable for the
new generation (Mishra et al., 2013). This includes the digital and technological involvement
within education, in which students mostly interact through computer and related databases
for studying.
2. 2. 5. AI and 3D multi-user virtual worlds: Artificial intelligence and 3D virtual
learning aspects help the students in more ways than one (Dalgarno and Lee, 2010). These
include learning through interaction between computer-based technologies and the learners,
to help reach creative thinking goals which include that of better experiential learning, richer
and far collaborative learning than any other methods, as well as enhancement of spatial
knowledge and creative problem-solving skills.
2. 2. 6. Technology-enhanced learning (TEL): The new generation has been
showing an evident inclination towards the modern/digital methods of teaching and
Market Strategy Report 10
education. This includes the intervention through learning that is enhanced by the
technological advancements of current times (Groff, 2013). The steps to ICT incorporation
within an institution’s study model include that of Emerging, Applying, Infusing and
Transforming the process of education.
2. 2. 7. Nature engagements: This refers to the students being exposed to nature,
such as sightseeing trips, that can help the students in becoming more connected to areas that
fuel creative thinking in general. This can also be applied in-doors of the educational campus
where arrangements for recreational grounds and parks surrounded by various forms of
nature have been established.
2. 2. 8. Use of emotional connections: The use of emotional connections can be
made through the situations that call for empathetic responses and gestures from the
students/learners, such as that of creating fundraising solutions for the homeless animals or
people (Clifford, 2012).
2. 2. 9. Teachers’ self-reflections: This incorporates an innovative method of
teachers’ improvement, where they self-evaluate themselves and reflect on their own
strengths and weaknesses regarding their teaching domains/subjects (Shulman, 2018). The
process of self-evaluation and reflection helps them in becoming more effective through the
identification of the weak areas and application of the strategies needed to convert them into
redeemable qualities and teaching methods.
2. 2. 10. Inviting entrepreneurs and innovators: This strategy incorporates the
invitation for different area based entrepreneurs and innovators that have managed successful
startups, to motivate the students into becoming self-sufficient and use their innovative
thinking abilities to become business persons in the future.
2. 2. 11. Design thinking process for problem-based learning (PBL): The design
thinking process is a creative solution and processing tool that helps in both problems based
education. This includes the intervention through learning that is enhanced by the
technological advancements of current times (Groff, 2013). The steps to ICT incorporation
within an institution’s study model include that of Emerging, Applying, Infusing and
Transforming the process of education.
2. 2. 7. Nature engagements: This refers to the students being exposed to nature,
such as sightseeing trips, that can help the students in becoming more connected to areas that
fuel creative thinking in general. This can also be applied in-doors of the educational campus
where arrangements for recreational grounds and parks surrounded by various forms of
nature have been established.
2. 2. 8. Use of emotional connections: The use of emotional connections can be
made through the situations that call for empathetic responses and gestures from the
students/learners, such as that of creating fundraising solutions for the homeless animals or
people (Clifford, 2012).
2. 2. 9. Teachers’ self-reflections: This incorporates an innovative method of
teachers’ improvement, where they self-evaluate themselves and reflect on their own
strengths and weaknesses regarding their teaching domains/subjects (Shulman, 2018). The
process of self-evaluation and reflection helps them in becoming more effective through the
identification of the weak areas and application of the strategies needed to convert them into
redeemable qualities and teaching methods.
2. 2. 10. Inviting entrepreneurs and innovators: This strategy incorporates the
invitation for different area based entrepreneurs and innovators that have managed successful
startups, to motivate the students into becoming self-sufficient and use their innovative
thinking abilities to become business persons in the future.
2. 2. 11. Design thinking process for problem-based learning (PBL): The design
thinking process is a creative solution and processing tool that helps in both problems based
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Market Strategy Report 11
learning (PBL) and in the creative thinking development of the human brains (Melles et al.,
2015). It incorporates five steps for problem-solving, which include that of Empathizing,
Defining, Ideation, Prototyping and Testing of the solution suggested which help the learners
create effective problem-solving skills for their future and present problems.
3. Methodology
3. 1. Methodology Selection & Reasoning
The selected mode of data collection and analysis for this particular research involved
the use of a Qualitative approach. Through this methodology, the sources of information for
this research were gained through two aspects, one pertaining to the academic literature, and
the second related to the web articles and blogs which discuss the said topic. The reason for
choosing this method of research included the main motivation to get the complete research
well within the allotted time frame and through minimal aspects of permission seeking when
it comes to the gathering, use and analysis of any primary data source. The qualitative
approach helped greatly in reducing the needed research time, and it also provided with
much-sought information on how Creative knowledge environments can be better strategised
and shown through an array of innovative and directly applicable actions for effectiveness
(Lin, 2011), that too within the educational sector.
The way in which this method of research was made more effective for the topic in
question, includes that of Selecting a topic worthy of discussion, Sincerity, Credibility of the
information provided and analysed within the research, Resonance of research material and
literature with the topic, Significance of the research contribution, as well as the adherence to
research ethics involved in the process (Tracy, 2010). A concrete research question was
related to the theories that can be associated with it (Mayring, 2014). This helped in
delivering the necessary information when it came to defining the domain of effectiveness for
each of the suggested strategies to be applied.
learning (PBL) and in the creative thinking development of the human brains (Melles et al.,
2015). It incorporates five steps for problem-solving, which include that of Empathizing,
Defining, Ideation, Prototyping and Testing of the solution suggested which help the learners
create effective problem-solving skills for their future and present problems.
3. Methodology
3. 1. Methodology Selection & Reasoning
The selected mode of data collection and analysis for this particular research involved
the use of a Qualitative approach. Through this methodology, the sources of information for
this research were gained through two aspects, one pertaining to the academic literature, and
the second related to the web articles and blogs which discuss the said topic. The reason for
choosing this method of research included the main motivation to get the complete research
well within the allotted time frame and through minimal aspects of permission seeking when
it comes to the gathering, use and analysis of any primary data source. The qualitative
approach helped greatly in reducing the needed research time, and it also provided with
much-sought information on how Creative knowledge environments can be better strategised
and shown through an array of innovative and directly applicable actions for effectiveness
(Lin, 2011), that too within the educational sector.
The way in which this method of research was made more effective for the topic in
question, includes that of Selecting a topic worthy of discussion, Sincerity, Credibility of the
information provided and analysed within the research, Resonance of research material and
literature with the topic, Significance of the research contribution, as well as the adherence to
research ethics involved in the process (Tracy, 2010). A concrete research question was
related to the theories that can be associated with it (Mayring, 2014). This helped in
delivering the necessary information when it came to defining the domain of effectiveness for
each of the suggested strategies to be applied.
Market Strategy Report 12
3. 2. Source Criticism
The sources cited and used for both theoretical framework and the empirical
investigation parts of this research incorporated a blend of studies that had both qualitative
and quantitative approach since this way of data collection ensured that not all of the material
within this research was based on generalised or assumed fractions, but that which can also
be traced through evidential data. Although there has been less research and study in the
domain of Creative knowledge environments and direct strategies for them through learners’
preferences, the available material is up to date and provides an insight into the concepts and
theories involved relatively well.
3. 3. Operationalisation
The concept of Creative knowledge environments within the aspect of LNU’s vision
and strategy document can be highlighted through the different strategies that are suggested
as follows, including the other variables involved in this framework;
3. 3. 1. Independent Variable (Application of learner preference and inclination): It is an
abstract part of the theoretical framework which explains the cause and level of effectiveness
of the suggested strategies. It helped in creating the relevant empirical data through the
understanding of the most sought after and favoured strategies to develop creative thinking
abilities by the students/learners.
3. 3. 2. Dependent Variable (The narrowed strategies suggested for better creative
educational purposes): This is a measurable variable since it involves the different strategies
that can be directly applied towards the course of making a more prominent statement
regarding the Creative knowledge environment of the LNU, and can be measured through the
indicators of student attendance, student retention, student growth in levels of motivation,
competitiveness, creativity and innovation.
3. 2. Source Criticism
The sources cited and used for both theoretical framework and the empirical
investigation parts of this research incorporated a blend of studies that had both qualitative
and quantitative approach since this way of data collection ensured that not all of the material
within this research was based on generalised or assumed fractions, but that which can also
be traced through evidential data. Although there has been less research and study in the
domain of Creative knowledge environments and direct strategies for them through learners’
preferences, the available material is up to date and provides an insight into the concepts and
theories involved relatively well.
3. 3. Operationalisation
The concept of Creative knowledge environments within the aspect of LNU’s vision
and strategy document can be highlighted through the different strategies that are suggested
as follows, including the other variables involved in this framework;
3. 3. 1. Independent Variable (Application of learner preference and inclination): It is an
abstract part of the theoretical framework which explains the cause and level of effectiveness
of the suggested strategies. It helped in creating the relevant empirical data through the
understanding of the most sought after and favoured strategies to develop creative thinking
abilities by the students/learners.
3. 3. 2. Dependent Variable (The narrowed strategies suggested for better creative
educational purposes): This is a measurable variable since it involves the different strategies
that can be directly applied towards the course of making a more prominent statement
regarding the Creative knowledge environment of the LNU, and can be measured through the
indicators of student attendance, student retention, student growth in levels of motivation,
competitiveness, creativity and innovation.
Market Strategy Report 13
4. Empirical Investigation
The annual report in question which is being evaluated for the purpose of formulating this
research involves that of the Vision and Strategy document of the LNU. The reports shed
light on three key areas which are the Vision of the institution, the General goals of the
University, as well as the suggested strategies through three areas that will help in achieving
them. The case presents itself with a lack of direct strategies that are essential to be identified
and highlighted within this document so that there can be a mutual relationship of
understanding what this factor of Creative knowledge environments will seek to achieve in
the following years through this institution. In the aspects of market strategy creation and
application, this case problem falls in the aspect of Strategy in action, where the strategic
solutions that are already provided will be evaluated for their direct link to the problem and
effectiveness (Gerry et al., 2016). The strategy development step will help the institution
highlight the solutions that it proposes in a more defined manner and that which can also be
put to effective use straight away through changes in the way of teaching and management.
The establishment of an authentic learning environment, as well as the factors that influence
its effectiveness, can be studied through a variety of examples of practical learning
environments that are both authentic and effective in their essence (Herrington et al., 2014). t
can be said that the most authentic and effective learning environments are those where the
learners involved are highly motivated to learn through real-world contexts that are both rich
and relevant to their domain of studying.
The solution to this problem identified within the LNU document starts with the
understanding of the first variable in the framework, which is that of learners’ perceptions
and reception when it comes to the suggested strategies. The association of students with the
technologically advanced and digitised methods of learning have sparked numerous debates,
where the credibility of whether the educational aspect will be achieved through this
4. Empirical Investigation
The annual report in question which is being evaluated for the purpose of formulating this
research involves that of the Vision and Strategy document of the LNU. The reports shed
light on three key areas which are the Vision of the institution, the General goals of the
University, as well as the suggested strategies through three areas that will help in achieving
them. The case presents itself with a lack of direct strategies that are essential to be identified
and highlighted within this document so that there can be a mutual relationship of
understanding what this factor of Creative knowledge environments will seek to achieve in
the following years through this institution. In the aspects of market strategy creation and
application, this case problem falls in the aspect of Strategy in action, where the strategic
solutions that are already provided will be evaluated for their direct link to the problem and
effectiveness (Gerry et al., 2016). The strategy development step will help the institution
highlight the solutions that it proposes in a more defined manner and that which can also be
put to effective use straight away through changes in the way of teaching and management.
The establishment of an authentic learning environment, as well as the factors that influence
its effectiveness, can be studied through a variety of examples of practical learning
environments that are both authentic and effective in their essence (Herrington et al., 2014). t
can be said that the most authentic and effective learning environments are those where the
learners involved are highly motivated to learn through real-world contexts that are both rich
and relevant to their domain of studying.
The solution to this problem identified within the LNU document starts with the
understanding of the first variable in the framework, which is that of learners’ perceptions
and reception when it comes to the suggested strategies. The association of students with the
technologically advanced and digitised methods of learning have sparked numerous debates,
where the credibility of whether the educational aspect will be achieved through this
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Market Strategy Report 14
inclusion or will it just waste the time of the learners and drive them towards more time-
consuming attributes that have no purpose or resource. The perception of learners towards the
3D and virtual learning aspects can be assessed through the two case studies which further
provide analysis on this aspect of virtual learning and education (Huang et al., 2010). A
review of systematic literature conducted on 40 studies that were published between the years
2010 and 2018, shows that the factors which contribute towards student retention for online
and technology-based learning programs were diversified in their application (Muljana and
Luo, 2019). These influential factors included that of learning facilitation, character-defining
of student behaviours, promoting a sense of belonging with the institution, as well as support
from the institution itself along with the productive changes within the study design/patterns.
The strategy with the most persuasive case refers to that of including the games and
simulation strategies. They make direct use of the applied strategy in the aspect of both
educating the learners as well as providing a more competitive inducing approach that keeps
them motivated for more sessions of educational games. The sense of triumph when a learner
wins a game is far greater than the one who wins in a regular written or verbal test, being the
scenario that no other similar options are applicable. Systematic literature review shows that
there is indeed a positive relationship between educational gaming and the increase in
productivity of the learners that play them (Vlachopoulos and Makri, 2017). Study of data
and literature review reveals positive responses from both the teachers and the learners who
take part in these sessions and recall that it is indeed more formative and effective when
taking a creative approach to both education and problem-solving aspects as a whole. The
interest when it comes to research development regarding the topic of education and
associated gaming is spreading steadily, with many studies being conducted in this domain,
even when the previous scholars and researchers did not think highly of this strategy to
induce the creative and innovative problem-solving skills within children of any age group
inclusion or will it just waste the time of the learners and drive them towards more time-
consuming attributes that have no purpose or resource. The perception of learners towards the
3D and virtual learning aspects can be assessed through the two case studies which further
provide analysis on this aspect of virtual learning and education (Huang et al., 2010). A
review of systematic literature conducted on 40 studies that were published between the years
2010 and 2018, shows that the factors which contribute towards student retention for online
and technology-based learning programs were diversified in their application (Muljana and
Luo, 2019). These influential factors included that of learning facilitation, character-defining
of student behaviours, promoting a sense of belonging with the institution, as well as support
from the institution itself along with the productive changes within the study design/patterns.
The strategy with the most persuasive case refers to that of including the games and
simulation strategies. They make direct use of the applied strategy in the aspect of both
educating the learners as well as providing a more competitive inducing approach that keeps
them motivated for more sessions of educational games. The sense of triumph when a learner
wins a game is far greater than the one who wins in a regular written or verbal test, being the
scenario that no other similar options are applicable. Systematic literature review shows that
there is indeed a positive relationship between educational gaming and the increase in
productivity of the learners that play them (Vlachopoulos and Makri, 2017). Study of data
and literature review reveals positive responses from both the teachers and the learners who
take part in these sessions and recall that it is indeed more formative and effective when
taking a creative approach to both education and problem-solving aspects as a whole. The
interest when it comes to research development regarding the topic of education and
associated gaming is spreading steadily, with many studies being conducted in this domain,
even when the previous scholars and researchers did not think highly of this strategy to
induce the creative and innovative problem-solving skills within children of any age group
Market Strategy Report 15
(Kangas et al., 2017). The data consisting of 35 articles all pertaining to the research of this
very topic of gaming and education, shows that the pedagogical activities of the teachers such
as the steps of planning, orientation, gaming, as well as the after-game sessions revealed there
was enough coded reference to this claim.
Although it can be subsequently adjusted within the gaming strategy, virtual and
augmented reality functions have a vast domain application of their own. The difference
between the two entities of gaming and virtual reality can be laid through their management
and the way in which the student can learn various new creative techniques (Feng et al.,
2018). This strategic domain has been misunderstood for many years, where parents and
teachers alike depended on the stable functioning and usage of such areas only under guided
supervision. The authors conclude that although the misconception has not been fully
redeemed for the show of a positive image regarding the gaming and virtual reality
application aspects, developments in this area are evident as many educational institutions are
opting for such methods that show their learners a virtual take on what scenarios and
situations can happen and how they can tackle them effectively through creative solutions of
their own. Exploration and collective evaluation of 50 literature articles led to the finding that
the educational potential of the 3D systematic virtual worlds has a benefitting and purposeful
relationship with the educational sectors and measures of teaching. It is capable of being
applied not only in one but all three of the educational pillars which include the Primary,
Secondary and Higher educational aspects (Pellas et al., 2017). When it comes to the
affordances regarding educational aspects of the virtual world scenario, there can be an
establishment of some factors that positively influence its case regarding the learners and
their take on creative education. These influential factors include that of high student
attendance and retention, high motivational and confidence level within the students with
respect to creative education and knowledge environments, as well as the provided
(Kangas et al., 2017). The data consisting of 35 articles all pertaining to the research of this
very topic of gaming and education, shows that the pedagogical activities of the teachers such
as the steps of planning, orientation, gaming, as well as the after-game sessions revealed there
was enough coded reference to this claim.
Although it can be subsequently adjusted within the gaming strategy, virtual and
augmented reality functions have a vast domain application of their own. The difference
between the two entities of gaming and virtual reality can be laid through their management
and the way in which the student can learn various new creative techniques (Feng et al.,
2018). This strategic domain has been misunderstood for many years, where parents and
teachers alike depended on the stable functioning and usage of such areas only under guided
supervision. The authors conclude that although the misconception has not been fully
redeemed for the show of a positive image regarding the gaming and virtual reality
application aspects, developments in this area are evident as many educational institutions are
opting for such methods that show their learners a virtual take on what scenarios and
situations can happen and how they can tackle them effectively through creative solutions of
their own. Exploration and collective evaluation of 50 literature articles led to the finding that
the educational potential of the 3D systematic virtual worlds has a benefitting and purposeful
relationship with the educational sectors and measures of teaching. It is capable of being
applied not only in one but all three of the educational pillars which include the Primary,
Secondary and Higher educational aspects (Pellas et al., 2017). When it comes to the
affordances regarding educational aspects of the virtual world scenario, there can be an
establishment of some factors that positively influence its case regarding the learners and
their take on creative education. These influential factors include that of high student
attendance and retention, high motivational and confidence level within the students with
respect to creative education and knowledge environments, as well as the provided
Market Strategy Report 16
opportunity which comes through this strategy and that which helps the students in their
educational and learning aspects. Benefits of AI or Augmented reality being used as an
educational and creative thinking enhancement tool also fall in a similar category (Diegmann
et al., 2015). These include that of an increase in motivation, attention, confidence,
concentration and satisfaction.
Studies conducted on the millennial students and their mode of learning and
appreciation reveal that there is a need to revolutionise the classrooms, where the main theme
would be access and usage of technology and digital aids. This will help in the better
determination and aligning of the learners with updated methods to become creatively
educated and will also help them in the application of more creative and innovative solutions
to their various problems which generates through the flipped classroom models that convert
traditional to non-traditional teaching methods (Roehl et al., 2013). The benefits of children’s
engagement and interaction with nature associated attributes also bring about a new concept
that defines the role of creative knowledge environments managed by the LNU (Gill, 2014).
These benefits include that of positive views and thinking of the learners involved regarding
nature, as well as their healthy development and overall well-being. These are the claims of
benefits with the most support for nature-related creative education purposes.
5. Research Analysis
The research analysis deals in the following answers that respond to the research
questions formulated within the Introductory chapter of this research;
The strategies influenced through direct application of a management and teaching
process that adds purpose to the Creative knowledge environment established within
the LNU include that of Studying environments, Gaming designs and simulations,
Construction of creative curriculums for the institution’s educational years,
Application of the flipped classroom model, Usage of 3D multi-user virtual worlds
opportunity which comes through this strategy and that which helps the students in their
educational and learning aspects. Benefits of AI or Augmented reality being used as an
educational and creative thinking enhancement tool also fall in a similar category (Diegmann
et al., 2015). These include that of an increase in motivation, attention, confidence,
concentration and satisfaction.
Studies conducted on the millennial students and their mode of learning and
appreciation reveal that there is a need to revolutionise the classrooms, where the main theme
would be access and usage of technology and digital aids. This will help in the better
determination and aligning of the learners with updated methods to become creatively
educated and will also help them in the application of more creative and innovative solutions
to their various problems which generates through the flipped classroom models that convert
traditional to non-traditional teaching methods (Roehl et al., 2013). The benefits of children’s
engagement and interaction with nature associated attributes also bring about a new concept
that defines the role of creative knowledge environments managed by the LNU (Gill, 2014).
These benefits include that of positive views and thinking of the learners involved regarding
nature, as well as their healthy development and overall well-being. These are the claims of
benefits with the most support for nature-related creative education purposes.
5. Research Analysis
The research analysis deals in the following answers that respond to the research
questions formulated within the Introductory chapter of this research;
The strategies influenced through direct application of a management and teaching
process that adds purpose to the Creative knowledge environment established within
the LNU include that of Studying environments, Gaming designs and simulations,
Construction of creative curriculums for the institution’s educational years,
Application of the flipped classroom model, Usage of 3D multi-user virtual worlds
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Market Strategy Report 17
and AI technologies for educating students, Learning that is technologically enhanced
(TEL), Student engagements with the nature, Usage of emotional connection to solve
issues empathetically, Self-reflections of the teachers, Inviting entrepreneurs and
innovators of different domains for interactive and informative class sessions, as well
as the Usage of design thinking process to manage problem-based learnings or PBL.
The strategies that are more effective in their application include that of games and
simulation, technology-enhanced learning and the 3D and AI aspects for creative
inducing behaviours amongst the children (Rodriguez Triana et al., 2017). Remaining
strategies for direct application fall under the moderate effect brackets. The reason for
grading these strategies in such a manner is dependent upon the learners’ perception
and application of learning areas that he/she can make use of for enhancing their
creative abilities. It deals with the ideation of the strategies that are more popular
among the students for creative and innovative enhancements.
There are multiple ways through which the devised strategies can bring about a
positive impact on the way of creative learning. Common factors associating to the
positive impacts of these strategies include that of high attendance and retention of
students, increase in motivation, competitive natures and confidence in strategy
applications, as well as association with un-conventional methods of creative
capability enhancements.
The discussion of the aforementioned strategies and their areas of impact regarding
the Creative knowledge environments structured by the LNU shows that although
there are more strategies that can prove helpful in this context, the ones selected and
presented within this research are not only higher in terms of efficiency, but can also
be applied in all three aspects of the goal achievement strategy section. This providing
of strategies for all areas will ensure that the process of creative knowledge
and AI technologies for educating students, Learning that is technologically enhanced
(TEL), Student engagements with the nature, Usage of emotional connection to solve
issues empathetically, Self-reflections of the teachers, Inviting entrepreneurs and
innovators of different domains for interactive and informative class sessions, as well
as the Usage of design thinking process to manage problem-based learnings or PBL.
The strategies that are more effective in their application include that of games and
simulation, technology-enhanced learning and the 3D and AI aspects for creative
inducing behaviours amongst the children (Rodriguez Triana et al., 2017). Remaining
strategies for direct application fall under the moderate effect brackets. The reason for
grading these strategies in such a manner is dependent upon the learners’ perception
and application of learning areas that he/she can make use of for enhancing their
creative abilities. It deals with the ideation of the strategies that are more popular
among the students for creative and innovative enhancements.
There are multiple ways through which the devised strategies can bring about a
positive impact on the way of creative learning. Common factors associating to the
positive impacts of these strategies include that of high attendance and retention of
students, increase in motivation, competitive natures and confidence in strategy
applications, as well as association with un-conventional methods of creative
capability enhancements.
The discussion of the aforementioned strategies and their areas of impact regarding
the Creative knowledge environments structured by the LNU shows that although
there are more strategies that can prove helpful in this context, the ones selected and
presented within this research are not only higher in terms of efficiency, but can also
be applied in all three aspects of the goal achievement strategy section. This providing
of strategies for all areas will ensure that the process of creative knowledge
Market Strategy Report 18
enhancement within the students and learners at LNU will be as effective as possible,
and can be applied through a variety of concepts and modules. The missing
information from the document of LNU regarding strategies that can be directly
applied is most evident and important to be discussed because it will form the base for
both the teachers as well as the students in envisioning what creative resources lie
ahead of them while their time at the institution for study and teaching purposes
(Chant et al., 2009). The suggested strategies not only present themselves as a course
for the benefit of learners/students but also in a way help the teachers in reviewing
their teaching methodologies and steps that can create an impact in the way this
process is continued in the future to provide with more creative learning and
enhancement opportunities equally.
6. Conclusion
The essence of this research was in the discussion and identification of a specific issue within
the annual document of LNU, where the problem statement can be defined as the lack of
directly applied strategies that can help reach the general goals of the institution, under the
light of both Creative knowledge environments, as well as the students’ perceptions of what
strategy is the most feasible for their learning. The selection of the research questions was
based around this problem and towards finding an array of strategies that the management
and faculty of the institution can apply directly when portraying an enhancement of their
students’ creative and innovative capabilities. The methodology was refined to get a more
structured and detailed aspect of this problem statement, where the definition of these directly
applied strategies was done in consideration of what the learners’ and teachers would gain
from it regarding the creative enhancement opportunities. It was important to highlight within
this research the specific areas where the learners focused on more prominently, as shown
through empirical review and analysis of literature. The purpose of this action was to
enhancement within the students and learners at LNU will be as effective as possible,
and can be applied through a variety of concepts and modules. The missing
information from the document of LNU regarding strategies that can be directly
applied is most evident and important to be discussed because it will form the base for
both the teachers as well as the students in envisioning what creative resources lie
ahead of them while their time at the institution for study and teaching purposes
(Chant et al., 2009). The suggested strategies not only present themselves as a course
for the benefit of learners/students but also in a way help the teachers in reviewing
their teaching methodologies and steps that can create an impact in the way this
process is continued in the future to provide with more creative learning and
enhancement opportunities equally.
6. Conclusion
The essence of this research was in the discussion and identification of a specific issue within
the annual document of LNU, where the problem statement can be defined as the lack of
directly applied strategies that can help reach the general goals of the institution, under the
light of both Creative knowledge environments, as well as the students’ perceptions of what
strategy is the most feasible for their learning. The selection of the research questions was
based around this problem and towards finding an array of strategies that the management
and faculty of the institution can apply directly when portraying an enhancement of their
students’ creative and innovative capabilities. The methodology was refined to get a more
structured and detailed aspect of this problem statement, where the definition of these directly
applied strategies was done in consideration of what the learners’ and teachers would gain
from it regarding the creative enhancement opportunities. It was important to highlight within
this research the specific areas where the learners focused on more prominently, as shown
through empirical review and analysis of literature. The purpose of this action was to
Market Strategy Report 19
maintain stability when describing those strategies as more effective, as in the end, the
students will be the ones who will be receiving them daily. The highlighted strategies were
that of gaming simulation, AI and 3D virtual worlds as well as digitisation and technological
advancements used to apply the flipped classroom model for a better creative enhancement
experience. The study went through empirical analysis and review of various literatures that
spanned multiple years’ time frame to get the best data and specification regarding the
strategies that are suggested in it. After the identification and evaluation of the said problem,
it can be said that the document will be complete in terms of strategy and goal achievement
aspects and will be more approach oriented if the suggested strategies of direct application
were divided as per their domain into the three areas of Challenging educations, Prominent
research and Societal driving force related goals of the institution.
maintain stability when describing those strategies as more effective, as in the end, the
students will be the ones who will be receiving them daily. The highlighted strategies were
that of gaming simulation, AI and 3D virtual worlds as well as digitisation and technological
advancements used to apply the flipped classroom model for a better creative enhancement
experience. The study went through empirical analysis and review of various literatures that
spanned multiple years’ time frame to get the best data and specification regarding the
strategies that are suggested in it. After the identification and evaluation of the said problem,
it can be said that the document will be complete in terms of strategy and goal achievement
aspects and will be more approach oriented if the suggested strategies of direct application
were divided as per their domain into the three areas of Challenging educations, Prominent
research and Societal driving force related goals of the institution.
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Market Strategy Report 20
7. References
Barajas, M., Frossard, F. and Trifonova, A., 2018. Strategies for digital creative pedagogies
in today’s education. In Active Learning-Beyond the Future. IntechOpen. Retrieved from:
https://www.intechopen.com/books/active-learning-beyond-the-future/strategies-for-digital-
creative-pedagogies-in-today-s-education
Beghetto, R.A. and Kaufman, J.C., 2014. Classroom contexts for creativity. High Ability
Studies, 25(1), pp.53-69. Retrieved from:
https://www.tandfonline.com/doi/abs/10.1080/13598139.2014.905247
Boys, J., 2010. Towards creative learning spaces: Re-thinking the architecture of post-
compulsory education. 1st ed. [ebook] Routledge, pp.1-78. Retrieved from:
https://doi.org/10.4324/9780203835890
Chant, R.H., Moes, R. and Ross, M., 2009. Curriculum Construction and Teacher
Empowerment: Supporting Invitational Education with a Creative Problem Solving
Model. Journal of Invitational Theory and Practice, 15, pp.55-67. Retrieved from:
https://eric.ed.gov/?id=EJ871351
Clayton, K., Blumberg, F. and Auld, D.P., 2010. The relationship between motivation,
learning strategies and choice of environment, whether traditional or including an online
component. British Journal of Educational Technology, 41(3), pp.349-364. Retrieved from:
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8535.2009.00993.x
Clifford, M. (2012). 30 Things You Can Do To Promote Creativity | Creative Learning
Strategy. [online] InformED. Available at:
https://www.opencolleges.edu.au/informed/creativity/promote-creativity-in-your-classroom/
Dalgarno, B. and Lee, M.J., 2010. What are the learning affordances of 3‐D virtual
environments?. British Journal of Educational Technology, 41(1), pp.10-32. Retrieved from:
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8535.2009.01038.x
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P. and Howe, A., 2013. Creative
learning environments in education—A systematic literature review. Thinking skills and
creativity, 8, pp.80-91. Retrieved from:
https://www.sciencedirect.com/science/article/pii/S187118711200051X
Diegmann, P., Schmidt-Kraepelin, M., Eynden, S. and Basten, D., 2015. Benefits of
augmented reality in the educational environments-a systematic literature
review. Benefits, 3(6), pp.1542-1556. Retrieved from:
https://www.researchgate.net/publication/312147184_Benefits_of_Augmented_Reality_in_E
ducational_Environments_-_A_Systematic_Literature_Review
7. References
Barajas, M., Frossard, F. and Trifonova, A., 2018. Strategies for digital creative pedagogies
in today’s education. In Active Learning-Beyond the Future. IntechOpen. Retrieved from:
https://www.intechopen.com/books/active-learning-beyond-the-future/strategies-for-digital-
creative-pedagogies-in-today-s-education
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Market Strategy Report 21
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training in the EU member states: Fostering creative learning and supporting innovative
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Strategy: Text And Cases. 11th ed. [ebook] Pearson, pp.2-829. Available at:
https://lib.hpu.edu.vn/handle/123456789/29119
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review. Children Youth and Environments, 24(2), pp.10-34. Retrieved from:
https://www.jstor.org/stable/10.7721/chilyoutenvi.24.2.0010?seq=1
Groff, J., 2013. Technology-rich innovative learning environments. OCED CERI Innovative
Learning Environment project, 2013, pp.1-30. Retrieved from:
https://www.researchgate.net/publication/307981656_Technology-
rich_innovative_learning_environments
Guerrero, A. (2019). 19 innovative ideas for students to promote creativity in the classroom –
Learn. [online] Canva-Learn. Available at: https://www.canva.com/learn/19-ideas-to-
promote-more-creativity-in-your-classroom/
Herrington, J., Reeves, T.C. and Oliver, R., 2014. Authentic learning environments.
In Handbook of research on educational communications and technology (pp. 401-412).
Springer, New York, NY. Retrieved from: https://link.springer.com/chapter/10.1007/978-1-
4614-3185-5_32
Huang, H.M., Rauch, U. and Liaw, S.S., 2010. Investigating learners’ attitudes toward virtual
reality learning environments: Based on a constructivist approach. Computers &
Education, 55(3), pp.1171-1182. Retrieved from:
https://www.sciencedirect.com/science/article/abs/pii/S0360131510001466
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Market Strategy Report 22
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buffer
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method systematic literature review. Education and Information Technologies, 22(5),
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Teaching, 23(4), pp.451-470. Retrieved from:
https://www.tandfonline.com/doi/abs/10.1080/13540602.2016.1206523?journalCode=ctat20
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pedagogy. Creative education, 2(03), p.149. Retrieved from:
https://www.scirp.org/html/6710.html
Mayring, P., 2014. Qualitative content analysis: theoretical foundation, basic procedures and
software solution. Retrieved from:
https://www.researchgate.net/publication/266859800_Qualitative_content_analysis_-
_theoretical_foundation_basic_procedures_and_software_solution
Melles, G., Anderson, N., Barrett, T. and Thompson-Whiteside, S., 2015. Problem finding
through design thinking in education. In Inquiry-based learning for multidisciplinary
programs: A conceptual and practical resource for educators. Emerald Group Publishing
Limited. Retrieved from: https://www.emerald.com/insight/content/doi/10.1108/S2055-
364120150000003027/full/html?
utm_content=bufferd12f8&utm_medium=social&utm_source=twitter.com&utm_campaign=
buffer
Mishra, P., Fahnoe, C. and Henriksen, D., 2013. Creativity, self-directed learning and the
architecture of technology-rich environments. TechTrends, 57(1), p.10. Retrieved from:
https://link.springer.com/article/10.1007%2Fs11528-012-0623-z
Muljana, P.S. and Luo, T., 2019. Factors contributing to student retention in online learning
and recommended strategies for improvement: A systematic literature review. Journal of
Information Technology Education: Research, 18. Retrieved from:
https://digitalcommons.odu.edu/stemps_fac_pubs/80/
Pellas, N., Kazanidis, I., Konstantinou, N. and Georgiou, G., 2017. Exploring the educational
potential of three-dimensional multi-user virtual worlds for STEM education: A mixed-
method systematic literature review. Education and Information Technologies, 22(5),
pp.2235-2279. Retrieved from: https://link.springer.com/article/10.1007/s10639-016-9537-2
Rodriguez Triana, M.J., Prieto Santos, L.P., Vozniuk, A., Shirvani Boroujeni, M.,
Schwendimann, B.A., Holzer, A.C. and Gillet, D., 2017. Monitoring, awareness and
reflection in blended technology-enhanced learning: a systematic review. International
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Market Strategy Report 23
Journal of Technology Enhanced Learning, 9(ARTICLE), pp.126-150. Retrieved from:
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education: a systematic literature review. International Journal of Educational Technology in
Higher Education, 14(1), p.22. Retrieved from:
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0062-1
Journal of Technology Enhanced Learning, 9(ARTICLE), pp.126-150. Retrieved from:
https://infoscience.epfl.ch/record/216019
Roehl, A., Reddy, S.L. and Shannon, G.J., 2013. The flipped classroom: An opportunity to
engage millennial students through active learning strategies. Journal of Family & Consumer
Sciences, 105(2), pp.44-49. Retrieved from: https://eric.ed.gov/?id=EJ1045858
Shulman, R. (2018). 10 Ways Educators Can Make Classrooms More Innovative. [online]
Forbes.com. Available at: https://www.forbes.com/sites/robynshulman/2018/11/19/10-ways-
educators-can-make-classrooms-more-innovative/#3af78187f871
Subhash, S. and Cudney, E.A., 2018. Gamified learning in higher education: A systematic
review of the literature. Computers in Human Behavior, 87, pp.192-206. Retrieved from:
https://www.sciencedirect.com/science/article/pii/S0747563218302541
Tracy, S.J., 2010. Qualitative quality: Eight “big-tent” criteria for excellent qualitative
research. Qualitative inquiry, 16(10), pp.837-851. Retrieved from:
https://journals.sagepub.com/doi/abs/10.1177/1077800410383121
Van Laer, S. and Elen, J., 2017. In search of attributes that support self-regulation in blended
learning environments. Education and Information Technologies, 22(4), pp.1395-1454.
Retrieved from: https://link.springer.com/article/10.1007/s10639-016-9505-x
Vlachopoulos, D. and Makri, A., 2017. The effect of games and simulations on higher
education: a systematic literature review. International Journal of Educational Technology in
Higher Education, 14(1), p.22. Retrieved from:
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0062-1
Market Strategy Report 24
8. Appendices
8. 1. The Design Thinking Process:
8. 2. Stages of ICT Incorporation within Creative Educational Aspects:
Source: (Groff, 2013).
Empathize
Define
Ideate
Prototype
Test
8. Appendices
8. 1. The Design Thinking Process:
8. 2. Stages of ICT Incorporation within Creative Educational Aspects:
Source: (Groff, 2013).
Empathize
Define
Ideate
Prototype
Test
1 out of 24
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