Supplementary file 1_Inclusive co-creation with adults with Down syndrome: a sequential ps

98 undergraduate students participated in an 8-week instructional intervention integrating AI literacy and co-creation with adults with Down syndrome. The study, authored by Yen-Chang Chen and published in 2026, used partial least squares structural equation modeling (PLS-SEM) to analyze the data. Results support a sequential developmental model linking self-worth, creative competence, and creative self-efficacy.

Use Cases

• Validate pedagogical models for inclusive co-creation based on the described sequential psychological framework.
• Analyze the relationship between self-worth and creative self-efficacy in educational settings based on the study's findings.
• Design AI-supported design education curricula that mitigate cognitive offloading based on the described human-centered mechanism.

Strengths

• Dataset is underpinned by a pre-post intervention study with 98 participants.
• Analysis uses partial least squares structural equation modeling (PLS-SEM), a specific statistical technique.

Limitations

• Column-level documentation is absent; field semantics must be inferred after download.
• Row count is unknown, which may limit suitability assessment.
• The primary data file is a 3.9 MB DOCX document, which may require extraction or conversion for analysis.

Provenance

Source

Yen-Chang Chen

Collection Method

A pre–post instructional intervention conducted over an 8-week course.

Freshness

Last updated 2026-05-12 05:42:53