TikTok Use Is Positively Associated With Higher Students’ Learning Creativity

Technical Summary: TikTok Use Is Positively Associated With Higher Students' Learning Creativity

Problem Statement
The study addresses the challenge of maintaining student engagement and learning creativity within online higher education environments, a context accelerated by the global shift to virtual learning during the COVID-19 pandemic. While online learning requires students to interpret and respond to knowledge independently, barriers such as limited internet access and device inadequacy often constrain participation. The authors posit that learning creativity—characterized by curiosity, self-confidence, politeness, assertiveness, and punctuality—is essential for academic performance and entrepreneurial skills. However, there is a need to understand how specific digital tools, particularly short-form video platforms like TikTok, function as alternative learning mediums that might support or hinder these creative dimensions. The research questions focus on whether an association exists between TikTok usage and student learning creativity at the university level and how qualitative methods can explore this relationship.

Methodology
The research employed an exploratory, quantitative-descriptive design supplemented by qualitative open-ended responses.

• Participants and Sampling: The study targeted active undergraduate students at a public university in Malang, East Java, Indonesia, who had experienced online learning between the 2020 and 2022 academic years. Using purposive sampling, the researchers focused on students who were active TikTok users. From an initial pool of 122 responses, 109 usable responses were retained after data cleaning to ensure participants met the criteria of active TikTok usage for learning.
• Instrumentation: A 13-item questionnaire was developed and validated by experts in learning and educational technology. The instrument utilized a five-point Likert scale (1–5).
  • Learning Creativity: Measured via indicators including curiosity, self-confidence, polite behavior, willingness to express opinions, and punctuality (Items 1–6).
  • TikTok Usage: Measured via indicators including frequency, perceived importance, confidence gained, and idea generation (Items 7–12).
  • Qualitative Component: Item 13 was an open-ended question regarding student activities on the platform.
• Data Analysis: Quantitative data were analyzed using SPSS. The study utilized descriptive statistics (mean, standard deviation, skewness, kurtosis) and correlation analysis. Although the abstract mentions a Pearson correlation, the results section clarifies that Spearman's rho was used due to the ordinal nature of the data. Qualitative data from open responses were categorized to support quantitative findings.

Key Results

• Descriptive Statistics: The average scores for questionnaire items ranged from 2.78 to 4.25, indicating responses were generally above neutral. Question 5 (punctuality) showed the highest homogeneity (lowest standard deviation), while Question 9 (frequency of use) showed the highest variability.
• Usage Patterns: Among the 109 respondents, 47% identified as frequent users (using TikTok for learning for over 6 months), while 38% reported never using TikTok as a learning medium. The primary motivation for usage remained entertainment, though a significant portion utilized the platform for educational content such as tutorials and practical tips.
• Correlation Analysis: A Spearman correlation test yielded a coefficient of R = 0.452 (p < 0.01), indicating a statistically significant, moderate positive association between TikTok usage and learning creativity.
  • Stronger Associations: The correlation was notably positive for indicators of curiosity and idea generation. Students with higher TikTok engagement tended to score higher in these areas.
  • Weaker Associations: The relationship was weaker for self-confidence and the courage to express opinions. The data suggests that while TikTok may inspire creative ideas, it does not consistently correlate with increased interpersonal communication confidence or assertiveness in a learning context.
• Qualitative Insights: Open-ended responses revealed that students used TikTok as a microlearning tool for "short and to the point" explanations, a source for references and tutorials, and a platform for business or content creation.

Key Contributions
The study provides preliminary, indicator-level evidence that TikTok can function as a supplementary learning medium associated with specific aspects of learning creativity in higher education.

• It disentangles the multidimensional aspects of creativity, suggesting that short-form video platforms are more strongly associated with generative aspects (curiosity, idea generation) than with expressive confidence.
• It validates the use of TikTok not just for entertainment but as a tool for "microlearning" and idea generation that supports coursework.
• It highlights a nuance in social media integration: while digital platforms may foster creative thinking, they may not automatically enhance the confidence required for active verbal participation or communication skills without additional pedagogical support.

Significance and Claims
The authors claim that their findings offer a "preliminary indicator-level evidence" rather than definitive causal proof. The study explicitly states that due to its correlational design and the use of a purposive sample, the association between TikTok use and learning creativity should not be interpreted causally.

The significance of the work lies in its suggestion that purposeful integration of TikTok into learning may help bridge the gap between student distraction and learning objectives. The authors emphasize that TikTok serves as a "supplementary" medium that can stimulate ideas and curiosity. However, they maintain a modest stance, underscoring the need for larger, randomized studies and longitudinal research to draw broader claims. The paper concludes that while TikTok supports the generation of creative ideas, educators should be aware that it may require complementary strategies to fully develop students' communicative confidence and assertiveness.