Since the popular applications of information technology, digitalized materials, media, and equipment have become the essential abilities and instruments for teachers in modern education. In addition to some curricula requiring computing & reasoning and operation & demonstration, the situations of teachers utilizing transparencies, films, and network communications present that digitalized materials have become the mainstream teaching instruments. Creative Thinking Instruction is also largely promoted in school education that various creative teaching strategies are created. Such teaching strategies or models aim to develop and cultivate students’ creative teaching abilities through various effective routes and approaches. The effects of teaching approaches and strategies on students’ learning achievements and interests as well as the use of distinct teaching strategies and approaches for the promotion of teaching effectiveness are considered as the research motivation. The quasi-experimental research is preceded with the nonequivalent pretest posttest control group design model, where 104 students in two classes in a national university are selected for the experiment. The research results show that 1.Creative Thinking Instruction presents higher sensitivity than general traditional instruction, 2.Creative Thinking Instruction reveals higher fluency than general traditional instruction, 3.Immersion in virtual reality appears the highest sensitivity on Creative Thinking Instruction, and 4.Interaction in virtual reality presents the highest fluency on Creative Thinking Instruction.
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.