Facilitating creativity and conceptual understanding in lower-plant botany assignments: Canva’s student perceptions
DOI:
https://doi.org/10.21009/biosferjpb.67819Keywords:
Conceptual understanding, Creativity, Lower-plant botany, Motivation , SatisfactionAbstract
Understanding the multidimensional perceptions of ease-of-use, satisfaction, motivation, creative skills, and conceptual understanding is crucial for evaluating the effectiveness of the Canva platform in lower-plant botany courses. This study aims to describe students’ perceptions of ease-of-use, satisfaction, and motivation in using Canva, and to explore their impact on creativity skills and conceptual understanding in Canva-assisted lower-plant botany course assignments. The study design was mixed-methods research involving 40 subjects. The research instrument included 25 closed-ended and 10 open-ended questionnaires for data collection, which were analyzed using a mixed-methods approach. The analysis revealed that all five indicators were in the very high category, with the highest percentage recorded for creativity skills (90.1%) and the lowest for conceptual understanding (87.2%). The qualitative analysis also confirmed students’ positive responses to the five indicators. The study concluded that the majority of students experienced ease-of-use, satisfaction, and increased motivation when using Canva, which significantly enhanced their creativity and conceptual understanding when completing lower-plant botany assignments. It is recommended that future experimental studies utilize specific rubrics to evaluate the balance between visual creativity and conceptual accuracy.
References
Abdulla, B. I. F. (2024). Unleashing Creative Potential: Exploring theTransformative Impact of Canva on Students’ Engagement and Performance in Writing. Zanco Journal of Humanity Sciences, 28(1), 192–218. https://doi.org/10.21271/zjhs.28.1.14
Adeoye, M. A., & Jimoh, H. A. (2023). Problem-Solving Skills Among 21st-Century Learners Toward Creativity and Innovation Ideas. Thinking Skills and Creativity Journal, 6(1), 52–58. https://doi.org/10.23887/tscj.v6i1.62708
Aithal, P. S., & Aithal, S. (2025). Student-Centered Approach in Higher Education to Transform Learning in India–A New ISL Model. Poornaprajna International Journal of Management, Education & Social Science (PIJMESS), 2(1), 81–103. https://doi.org/10.5281/zenodo.15349007
Aleksieva, L. (2025). Preparing Pre-Service Teachers for the Digital Transformation of Education: Exploring University Teacher Educators’ Views and Practical Strategies. In Education Sciences (Vol. 15, Number 4, p. 404). https://doi.org/10.3390/educsci15040404
Alsswey, A. (2025). Examining students’ perspectives on the use of artificial intelligence tools in higher education: A case study on AI tools of graphic design. Acta Psychologica, 258, 105190. https://doi.org/10.1016/j.actpsy.2025.105190
Amalia, L., Muthmainnah, R., & Soviawati, S. (2026). The effect of Canva- assisted guided inquiry on students ’ creativity and conceptual understanding in environmental change learning: A quasi-experimental. BIO-INOVED: Jurnal Biologi-Inovasi Pendidikan, 8(1), 94–102. https://doi.org/10.20527/bino.v8i1.23751
Annamalai, N., Segaran, M. K., & Mohamed, R. K. M. H. (2026). Motivation and Engagement in Co-Created Assessment: Insights from Students as Pedagogical Partners. Education Sciences, 16(2). https://doi.org/10.3390/educsci16020242
Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: student-centered strategies for academic and personal growth. Frontiers in Education, 10, 1518602. https://doi.org/10.3389/feduc.2025.1518602
Borysova, S., Borysov, V., Kochergina, S., Spasskova, O., & Kushnarova, N. (2024). Involvement of interactive educational platforms in the training of graphic design students using the Figma platform as an example. International Journal of Education and Information Technologies, 18, 119–132. https://doi.org/10.46300/9109.2024.18.12
Büdel, B., & Friedl, T. (2024). Introduction: The New Cryptogams. In B. Büdel, T. Friedl, & W. Beyschlag (Eds.), Biology of Algae, Lichens and Bryophytes (pp. 1–8). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-65712-6_1
Burke, R., Sherwood, O. L., Clune, S., Carroll, R., McCabe, P. F., Kane, A., & Kacprzyk, J. (2022). Botanical boom: A new opportunity to promote the public appreciation of botany. Plants, People, Planet, 4(4), 326–334. https://doi.org/10.1002/ppp3.10257
Chien, Y.-C., Su, Y.-N., Wu, T.-T., & Huang, Y.-M. (2019). Enhancing students’ botanical learning by using augmented reality. Universal Access in the Information Society, 18(2), 231–241. https://doi.org/10.1007/s10209-017-0590-4
Elhilal, A. (2025). Digital conceptual mapping for enhancing mathematical concept formation and creative mathematical problem-solving through cognitive flexibility skills: a mixed methods study. Cogent Education, 12(1), 2494945. https://doi.org/10.1080/2331186X.2025.2494945
Faza, A., & Lestari, I. A. (2025). Self-Regulated Learning in the Digital Age: A Systematic Review of Strategies, Technologies, Benefits, and Challenges. International Review of Research in Open and Distributed Learning, 26(2), 23–58. https://doi.org/10.19173/irrodl.v26i2.8119
Gan, Z., An, Z., & Liu, F. (2021). Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes? Frontiers in Psychology, 12, 697045. https://doi.org/10.3389/fpsyg.2021.697045
González-Zamar, M. D., & Abad-Segura, E. (2021). Digital design in artistic education: An overview of research in the university setting. Education Sciences, 11(4). https://doi.org/10.3390/educsci11040144
Handayani, R., Muslihin, H. Y., & Hidayat, S. (2025). A Needs Analysis for the Development of a Canva-Based E-Module to Foster Critical Thinking Skills Among Elementary School Students. Journal of Innovation and Research in Primary Education, 4(3), 512–520. https://doi.org/10.56916/jirpe.v4i3.1372
Hooper, C., & Salazar-Gutierrez, M. R. (2025). Using digital tools and strategic assignments: A collaborative approach to enhance learning. Transformative Dialogues: Teaching and Learning Journal, 18(1), 204–217. https://doi.org/10.26209/td2025vol18iss11817
Jaleniauskiene, E., & Kasperiuniene, J. (2023). Infographics in higher education: A scoping review. E-Learning and Digital Media, 20(2), 191–206. https://doi.org/10.1177/20427530221107774
Jamaludin, N. F., & Sedek, S. F. (2023). Canva as a Digital Tool for Effective Student Learning Experience. Journal of Advanced Research in Computing and Applications Journal Homepage, 33(1), 22–33. https://doi.org/10.37934/arca.33.1.2233
Jeyaraman, M., Jeyaraman, N., Ramasubramanian, S., Vaish, A., & Vaishya, R. (2025). Decoding Research with a Glance: The Power of Graphical Abstracts and Infographics. Apollo Medicine, 22(2), 144–152. https://doi.org/10.1177/09760016241281426
Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: a systematic review of the literature. Smart Learning Environments, 10(1), 61. https://doi.org/10.1186/s40561-023-00280-8
Kletečki, N., Hruševar, D., Mitić, B., & Šorgo, A. (2023). Plants Are Not Boring, School Botany Is. Education Sciences, 13(5). https://doi.org/10.3390/educsci13050489
Kong, S.-C., Cheung, W. M.-Y., & Zhang, G. (2022). Evaluating artificial intelligence literacy courses for fostering conceptual learning, literacy and empowerment in university students: Refocusing to conceptual building. Computers in Human Behavior Reports, 7, 100223. https://doi.org/10.1016/j.chbr.2022.100223
Lakilaki, E., Artamananda, A., Akbar, M., Azhim, M. F., & Abdillah, M. F. (2025). Examination of the Usefulness of Figma as a Prototyping Interface Platform on the Learning Outcomes of PJBL-based Informatics in High School. Journal of Educational Sciences, 9(3), 1604–1618. https://doi.org/10.31258/jes.9.3.p.1604-1618
Marian, A. L., Apostolache, R., & Ceobanu, C. M. (2025). Toward Sustainable Technology Use in Education: Psychological Pathways and Professional Status Effects in the TAM Framework. Sustainability (Switzerland), 17(15). https://doi.org/10.3390/su17157025
Matsiola, M., Lappas, G., & Yannacopoulou, A. (2024). Generative AI in Education: Assessing Usability, Ethical Implications, and Communication Effectiveness. In Societies (Vol. 14, Number 12, p. 267). https://doi.org/10.3390/soc14120267
Mayer, R. E. (2024). The Past, Present, and Future of the Cognitive Theory of Multimedia Learning. Educational Psychology Review, 36(1), 8. https://doi.org/10.1007/s10648-023-09842-1
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. SAGE Publications. https://archive.org/details/qualitativedataa00mile
Nieminen, J. H., Chan, M. C. E., & Clarke, D. (2022). What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving? Educational Studies in Mathematics, 109(1), 115–136. https://doi.org/10.1007/s10649-021-10074-9
Nilimaa, J. (2023). New Examination Approach for Real-World Creativity and Problem-Solving Skills in Mathematics. Trends in Higher Education, 2(3), 477–495. https://doi.org/10.3390/higheredu2030028
Oktaviyani, R., & Putranta, H. (2025). Identifying the Use of Canva Application in Improving Creativity in. Pensa E-Jurnal : Pendidikan Sains, 13(2), 40–49. https://doi.org/10.26740/pensa.v13i2.65182
Otto, S., Bertel, L. B., Lyngdorf, N. E. R., Markman, A. O., Andersen, T., & Ryberg, T. (2024). Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the Covid-19 Pandemic. Education and Information Technologies, 29(2), 1673–1696. https://doi.org/10.1007/s10639-023-11789-3
Pedrosa, D. (2024). Co-regulated learning in initial teacher education: strategies adopted by students during the development of ICT integration projects in Basic Education. Educational Media International, 61(1–2), 42–56. https://doi.org/10.1080/09523987.2024.2357476
Pedroso, J. E. P., Sulleza, R. S., Francisco, K. H. M. C., Noman, A. J. O., & Martinez, C. A. V. (2023). Students’ Views on Using Canva as an All-In-One Tool for Creativity and Collaboration. Journal of Digital Learning and Distance Education, 2(2), 443–461. https://doi.org/10.56778/jdlde.v2i1.117
Peruzzi, L. (2025). Some claim for the end of Botany… but what is Botany today? Italian Botanist, 19, 15–20. https://doi.org/10.3897/italianbotanist.19.145382
Pham, Q. N., & Li, M. (2023). Digital Multimodal Composing Using Visme: EFL Students’ Perspectives. The Asia-Pacific Education Researcher, 32(5), 695–706. https://doi.org/10.1007/s40299-022-00687-w
Prajoko, S., Sukmawati, I., Maris, A. F., & Wulanjani, A. N. (2023). Project based learning (pjbl) model with stem approach on students’ conceptual understanding and creativity. Jurnal Pendidikan IPA Indonesia, 12(3), 401–409. https://doi.org/10.15294/jpii.v12i3.42973
Rahma, D. N., Ramadhani, K. A., Corazon, M., Fami, A., & Bagus, I. R. G. (2024). The influence of Canva application features on the graphic design confidence: a case study of college students. Journal of Applied Multimedia and Networking, 8(1), 60–67. https://doi.org/10.30871/jamn.v8i1.7684
Rahma, I. M., Aprilia, D. N., Rafsanjani, A. A. R., Murni, A. W., & Bhuie, M. K. (2025). Development of Canva-Based Interactive PPT Learning Media on The Material of Skeleton, Joints And Muscles to Link Interest and Motivation Elementary Students. Islamic Journal of Integrated Science Education (IJISE), 4(1), 11–21. https://doi.org/10.30762/ijise.v4i1.4705
Ramadhan, I., Thoharudin, M., Wiyono, H., Sabirin, S., & Suriyanisa, S. (2024). Enhancing Students’ Learning Interest and Conceptual Understanding in Sociology: Using the Analogy Method and Canva Infographic Media. AL-ISHLAH: Jurnal Pendidikan, 16(4), 5731–5743. https://doi.org/10.35445/alishlah.v16i4.6385
Roselyn, N., Binti, R., Affindy, M., Yunus, M. M., & Ismail, H. H. (2025). Utilizing Canva: Illustrative Content for Enhancing Writing Skills of Lower Secondary ESL Students. International Journal of Research and Innovation in Social Science, 9(3), 4586–4599. https://doi.org/10.47772/IJRISS
Ruiz-Rojas, L. I., Salvador-Ullauri, L., & Acosta-Vargas, P. (2024). Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education. In Sustainability (Vol. 16, Number 13, p. 5367). https://doi.org/10.3390/su16135367
Safira, A. M., Laksmi, A. A., Az-Zahra, M., & Siregar, S. A. R. (2025). Graphic Designers’ Perception on the Used of Canva Application in the Creative Industry and Commercial World. International Joint Conference on Arts and Humanities 2024 (IJCAH 2024), 1760–1775. https://doi.org/10.2991/978-2-38476-317-7_166
Shipunov, A. (2021). Introduction to botany (June 7, 20). Minot State University. http://ashipunov.info/shipunov/school/biol_154/
Swann, W., & Pye, M. (2019). Botany through the looking glass: Cognitive neuroscience and its role in the use of art in botanical education. International Journal of Innovation in Science and Mathematics Education, 27(7), 10–22. https://doi.org/10.30722/IJISME.27.07.002
Syed, S. M., & Siddiqui, N. (2025). Articulation of 21st Century Skills: Evidence of Pedagogical Skills of Teacher-Educators Regarding Collaboration, Communication, Critical Thinking, and Creativity. The Knowledge, 4(4), 200–215. https://doi.org/10.55737/tk/2k25d.44120
Tang, C., Mao, S., Naumann, S. E., & Xing, Z. (2022). Improving student creativity through digital technology products: A literature review. Thinking Skills and Creativity, 44, 101032. https://doi.org/10.1016/j.tsc.2022.101032
Tang, K. H. D. (2023). Student-centered approach in teaching and learning: What does it really mean? Acta Pedagogia Asiana, 2(2), 72–83. https://doi.org/10.53623/apga.v2i2.218
Tashakkori, A., & Teddlie, C. (1998). Mixed Methodology: Combining Qualitative and Quantitative Approaches. SAGE Publications. https://uk.sagepub.com/en-gb/eur/mixed-methodology/book6245
Thyberg, A., Schönborn, K., & Gericke, N. (2024). Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organisation. International Journal of Science Education, 46(14), 1405–1431. https://doi.org/10.1080/09500693.2023.2289175
Viruel, S. R., Rivas, E. S., & Palmero, J. R. (2025). The Role of Artificial Intelligence in Project-Based Learning: Teacher Perceptions and Pedagogical Implications. Education Sciences, 15(2), 150. https://doi.org/10.3390/educsci15020150
Weng, X., Xia, Q., Chiu, T. K. F., & Wan, Z. (2025). Satisfying higher education students’ psychological needs through case-based instruction for fostering creativity and entrepreneurship. Humanities and Social Sciences Communications, 12(1), 292. https://doi.org/10.1057/s41599-025-04597-2
Xiong, X. (2025). Influence of teaching styles of higher education teachers on students‘ engagement in learning: The mediating role of learning motivation. Education for Chemical Engineers, 51, 87–102. https://doi.org/10.1016/j.ece.2025.02.005
Yoga, P., Endry, B., & Fathiaty, M. (2020). The use of Adobe Animate as a new technology in teaching academic essay writing in Darma Persada University. Journal GEEJ, 7(1), 1–11. http://repository.unsada.ac.id/id/eprint/1991
Zainuri, A., Sukarno, & Huda, M. (2022). Understanding Scientific Literacy and Pedagogy Competence: A Critical Insight into Religious Integration Thinking Skills. Journal of Educational and Social Research, 12(1), 273. https://doi.org/10.36941/jesr-2022-0022
Zhang, K. E., & Jenkinson, J. (2024). The Visual Science Communication Toolkit: Responding to the Need for Visual Science Communication Training in Undergraduate Life Sciences Education. In Education Sciences (Vol. 14, Number 3, p. 296). https://doi.org/10.3390/educsci14030296
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Biosfer: Jurnal Pendidikan Biologi
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.
