- Болотіна, В.В. (orcid.org/0000-0002-5122-8879) (2026) The Use of Computer Graphics Tools in Developing the Creativity of Bachelor's Degree Students in the Field of Information Technologies. Masters thesis, Інституті цифровізації освіти.
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Abstract
The dissertation presents a theoretical substantiation and experimental verification of a methodology for using computer graphics tools to develop the creativity of bachelor's degree students in the field of information technologies. The relevance of the study is determined by the sustained growth of labor market demands for the creative potential of IT professionals, the acceleration of digital transformation of the educational environment in the context of Ukraine's post-war recovery, and the insufficient development of the problem of purposefully fostering creativity in IT bachelor's students through computer graphics tools in both domestic and foreign pedagogy. The essence of the concept of "creativity of bachelor's degree students in the field of information technologies" has been specified. It is understood as an integrative quality of a future specialist, manifested in the ability to generate original ideas, reject stereotypical modes of thinking, formulate hypotheses, and produce new combinations. A distinction is drawn between "creativity" (outcome-oriented – a new, unpredictable way of viewing a problem embodied in a concrete product) and "creative activity" (process-oriented). The role of computer graphics tools as an environment in which technical skills and creative thinking develop in parallel has been determined. Theoretical analysis of the scholarly literature established that the use of computer graphics tools in the professional training of future IT specialists is an important factor in developing creative thinking, forming visual culture, and cultivating the capacity for project-based activity. Leading theories of creativity were examined: the investment theory of Sternberg and Lubart, the systems theory of Csikszentmihalyi, Guilford's and Torrance's parameters of divergent thinking, and Maslow's humanistic conception. These theories are mutually complementary and together form the theoretical and methodological foundation of the study. Domestic and international experience in using computer graphics tools to develop the creativity of IT specialists was analysed. It was found that in domestic practice, the potential of computer graphics tools is realized primarily through the concept of "graphic skills," while international experience – studio teaching, project-based and constructivist learning – emphasizes the direct link between work in computer graphics environments and the development of divergent thinking. It was established that different groups of computer graphics tools (raster, vector, three-dimensional, UX/UI-oriented, and generative AI tools) influence specific components of creativity in different ways. Six key reasons underlying the importance of developing creativity in IT bachelor's students through computer graphics tools were identified: stimulating technological innovation, solving non-standard problems, enhancing competitiveness in the labour market, adaptability to technological change, quality of UX/UI design, and the integration of technical and artistic thinking. The features of developing creativity in IT bachelor's students in the context of Ukraine's post-war recovery were investigated. It was established that the IT sector is one of the key drivers of national reconstruction, and that wartime simultaneously presents both challenges and new opportunities: accelerated digital transformation, new remote design tools, and real-world reconstruction tasks create a unique pedagogical environment for fostering creativity. Based on an expert survey of 12 specialists in IT and digital design, 15 key indicators of creativity in IT bachelor's students were identified from 25 potential components substantiated in the theoretical analysis. The consistency of expert evaluations was confirmed using Kendall's coefficient of concordance. The components were systematised according to three criteria: cognitive (idea generation, cognitive flexibility, visual abstraction, symbolisation and generalisation of images, systemic thinking); operational-activity-based (technological flexibility, integration of different types of graphics, spatial thinking, ability to work under constraints, independence of creative decisions); and reflective-communicative (argumentation of decisions, communicative creativity, aesthetic sensitivity, reflection and self-correction, originality). Four levels of creativity formation were defined: high, sufficient, intermediate, and low. Twenty-three contemporary computer graphics tools from five groups (raster, vector, UX/UI, 3D modelling systems, and generative AI tools) were analysed, and a system of criteria for their pedagogically sound selection was substantiated: creativity-developing, functional-technological, didactic, communicative, and professionally oriented. Based on expert evaluation, six tools with the greatest potential for developing creativity were identified: Adobe Photoshop and Krita (raster graphics), Adobe Illustrator (vector graphics), Figma (UX/UI design), Blender (3D modelling), and Stable Diffusion (generative AI). A structural-functional model for using computer graphics tools in developing the creativity of IT bachelor's students was substantiated and developed. The model comprises four interrelated blocks: the target block (goal, two prerequisites, five principles — integration of theory and practice, variability and adaptability, creative freedom, problem-based learning, collaboration and teamwork; four approaches — student-centred, situational, activity-based, and project-based); the content-technological block (motivational component, four teacher roles, five stages of the learning process, creativity components, learning objectives, forms, methods, and tools); the assessment block (three criteria, four levels of formation, feedback cycle); and the outcomes block (creativity formed as an integrative personal quality). A methodology for using computer graphics tools in developing the creativity of IT bachelor's students was developed and implemented within the elective discipline "Brand Theory, Design and Identity." The structure of the discipline includes two content modules, 32 hours of lectures (16 topics), 32 hours of laboratory sessions (8 tasks as stages of a through-project for developing an original brand book), and 56 hours of independent work (8 individual creative assignments). Each laboratory session is thematically linked to two lectures and purposefully develops specific creativity components through the integration of five groups of computer graphics tools. The methodological support combines seven methods: project-based, problem-based learning, facilitated discussion, heuristic, teamwork, gamified methods, and assessment methods. The methodology is implemented through five successive stages of the learning process defined in the structural-functional model: from familiarisation with the functionality of graphic tools to reflection and revision of projects based on feedback, ensuring a gradual transition of students from reproductive activity to creative autonomy. Individual components of the methodology are disclosed through the system of laboratory tasks as stages of the through-project. The first content module lays the foundations of brand development and fosters the cognitive and operational-activity components of creativity through laboratory tasks involving AI-based brand concept generation (Stable Diffusion), logo design (Adobe Illustrator), color and typographic identity (Adobe Photoshop, Adobe Illustrator), and corporate documentation design (Figma). The second module expands the scope of creative activity through three-dimensional modelling of promotional products (Blender), integrative advertising design, brand book layout, and public presentation of results. The primary diagnostic tool for assessing creativity formation is questionnaires completed by students at the beginning and end of the course. Assessment is carried out through three procedures (diagnostic, formative, and summative) using instructor assessment, peer assessment, and self-assessment. The effectiveness of the methodology was confirmed by the results of a pedagogical experiment conducted with students of speciality 122 "Computer Science" at Zhytomyr Polytechnic State University. The results of the ascertaining stage indicated a predominance of the intermediate level of creativity formation among students. The homogeneity of the control and experimental groups was confirmed using the Kolmogorov–Smirnov λ-criterion. Following the introduction of the proposed methodology into the educational process of the experimental group, a positive dynamic was recorded: the proportion of students at the sufficient and high levels increased, while the number of students at the low and intermediate levels decreased. Statistical processing of the results using Pearson's χ² criterion confirmed the presence of statistically significant differences between the indicators of the control and experimental groups after the formative stage, thus validating the effectiveness of the proposed methodology and the research hypothesis. The scientific novelty and theoretical significance of the results obtained consist in the following. For the first time: criteria and indicators for selecting computer graphics tools for developing the creativity of IT bachelor's students have been developed; a structural-functional model for using computer graphics tools in developing the creativity of IT bachelor's students has been created, comprising four blocks (target, content-technological, assessment, and outcomes) and implemented through five successive stages of the learning process; a methodology for using computer graphics tools in developing the creativity of IT bachelor's students has been developed, grounded in the integration of five groups of computer graphics tools (raster, vector, UX/UI tools, 3D modelling systems, and generative AI tools) within a through-project for developing an original brand book, aimed at developing the cognitive, operational-activity-based, and reflective-communicative components of creativity. The concept of "creativity of bachelor's degree students in the field of information technologies" in the context of using computer graphics tools has been further refined. The practical significance of the results obtained consists in the following: a selection of computer graphics tools for developing the creativity of IT bachelor's students has been made; the developed methodology for using computer graphics tools in developing the creativity of IT bachelor's students has been introduced into the educational process of Zhytomyr Polytechnic State University in the teaching of the discipline "Brand Theory, Design and Identity" for students of speciality 122 "Computer Science"; recommendations for the application of computer graphics tools in the preparation of IT bachelor's students have been developed. The research materials may be used in higher education institutions and research establishments to prepare bachelor's and master's degree students in the IT field, to improve the educational process, and for self-educational activities of academic and teaching staff.
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