By repeating this interest-driven creation process in their daily learning routines, students will develop twenty-first century skills, form a habit of creation, and excel in learning. According to IDC theory, when driven by interest, students can be engaged in the creation of knowledge (ideas and artifacts). The preliminary work giving an overview of IDC theory and highlighting its origin with some history was published in 2018 (Chan et al. Given the previously mentioned educational challenge and expectation, a group of Asian researchers came together collaboratively to propose a macro-level theory called interest-driven creator (IDC) theory. To face the fast-changing world, citizens must develop and adopt habits of lifelong learning and acquire skills such as complex problem solving, collaboration and communication, critical thinking and reflection, and creativity and imagination (Chan 2013 Griffin et al. However, when it comes to skill development, practice is understood as essential (Raisbeck et al. Thus, forming good habits of learning, especially interest-driven learning, has not been sufficiently considered in formal schooling. The online Oxford Dictionary ( 2014) defines habit as “a settled or regular tendency or practice, especially one that is hard to give up” and “an automatic reaction to a specific situation.”Ĭurrently, Asians are still examination-driven educational culture, governed by the short-term goal of obtaining high scores in examinations (Chan et al. ( 1989) mentioned, “habits are the result of automatic cognitive processes, developed by extensive repetition, so well learned that they do not require conscious effort (p. From the viewpoint of psychologists, habit is understood as "a more or less fixed way of thinking, willing, or feeling acquired through previous repetition of mental experience (Andrews 1903, p.1). The influential Chinese author and educator Yeh Sheng-Tao stated “what is education? To answer it in a simple way, we just need one statement: nurturing good habits.” Habit is a routine of behavior that is repeated regularly and tends to occur unconsciously. Learning habits exercise significant influences over students’ learning and development. Learning involves a persistent and stable change in what a person knows or does. Researchers, educators, and parents have long acknowledged the importance of cultivating students’ good habits for learning. This paper focuses on the description of the three components of the habit loop and discusses how these components are related to the interest loop and the creation loop in supporting learners in developing their interest-driven creation capability. It is our hope that such habitual behavior of creating knowledge can be sustained so long that students ultimately become lifelong interest-driven creators. Harmony refers to the affective outcome of the routine activity as well as the integration or stabilization of habits that is, through the routine behavior and action, students may feel that their needs get fulfilled, feel satisfied, and experience inner peace. Routine refers to the behavioral patterns the students repeat most often, literally etched into their neural pathways. The cuing environment is a habit trigger that tells the students’ brain to get prepared and go into an automatic mode, letting a learning behavior unfold. The habit loop, the process of building such a habit, consists of three component concepts-cuing environment, routine, and harmony. Furthermore, by repeating such process in their daily learning routines, learners will form interest-driven creation habits. IDC theory assumes that learners, when driven by interest, can be engaged in knowledge creation. This paper presents the third anchored concept habit as well as the habit loop. It consists of three anchored concepts, namely, interest, creation, and habit. Interest-driven creator (IDC) theory is a design theory that intends to inform the design of future education in Asia.
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