From ADDIE to CAMIL: A Systematic Review of Teaching Models for Enhancing Interactive Creativity Learning through Mobile Outcomes in Art Education

Zhao Yan; Jamilah binti Omar

doi:10.3991/ijim.v20i03.60051

Authors

Zhao Yan Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia
Jamilah binti Omar Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia

DOI:

https://doi.org/10.3991/ijim.v20i03.60051

Keywords:

ADDIE Model, CAMIL, Creativity, Art Education, Instructional Design, Interactive Learning, Experiential Learning

Abstract

This study aims to compare and analyze the effectiveness of the analysis-design-developmentimplementation-evaluation (ADDIE) and cognitive-emotional model for immersive learning (CAMIL) instructional design models in promoting the development of learners’ creativity in the field of art education through systematic literature review and meta-synthesis methods. Grounded in social constructivism and experiential learning theory (ELT), the analysis encompasses 25 peer-reviewed studies from Scopus, Web of Science, and ERIC published between 2019 and 2024. The results demonstrate that ADDIE facilitates structured instruction, skill development, and consistent assessment, yet provides limited adaptability for personalized and generative creativity. Conversely, CAMIL more effectively enhances learner autonomy, emotional engagement, and contextualized creative practice through its nonlinear, reflective design, though it requires greater teacher expertise and poses challenges in evaluating complex outcomes. Case studies further substantiate CAMIL’s advantages in fostering emotional and sociocultural creativity. The study recommends integrating the strengths of both models to establish a hybrid instructional approach that balances structure and flexibility in art education.

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