Analysis of the Relationship between Class Participation Types and Creative Problem-solving Skills in Aesthetics Major Classes: Focusing on Kolb’s Learner Types

Purpose: This study aimed to apply problem-based learning (PBL) to an aesthetics practical course, analyze the relationship between class participation types and creative problem-solving skills, and propose instructional design guidelines based on Kolb’s learner types. Methods: Twenty-five third-year aesthetics students at a 4-year university in Seoul participated in a survey. The survey consisted of two key areas and their respective subfactors: class participation (expressive participation, practical participation, and extended preparation) and creative problem-solving skills (problem approach, recognition and solution, challenge, and action planning). The collected data were quantitatively analyzed using correlation and multiple regression analyses. Qualitative analysis was also conducted using the participants’ responses from open-ended questions. Results: Significant associations were observed between expressive participation and “creative problem-approach attitude,” between practical participation and “problem recognition and problem-solving attitude” and “action planning,” and between extended preparation and “action planning.” In the qualitative analysis, PBL classes enhanced creativity, self-directedness, and practical application skills. Conclusion: This study identified creativity-promoting factors according to learner participation types and provided a theoretical foundation for developing customized teaching strategies based on Kolb’s theory.