STEAM (Science, Technology, Engineering, Arts, and Mathematics) has been witnessed to integrate with the Project-Based Learning (PBL) in improving issues of concern with regard to vocational competencies and creativity. The broader meaning of STEAM-PBL in calligraphy is that it offers a platform to integrate technical knack and artistic ingenuity. The proposed study is intended to assess the efficacy of STEAM-PBL in the development of calligraphy vocational skills and the influence it has on artistic creativity, and to examine learning motivation as a mediator between STEAM-PBL and student outcomes. A structured questionnaire survey was adopted, and 150 respondents were enrolled in vocational calligraphy programs through a Likert scale (1-5). The statistical test used in data analysis included correlation, regression, and mediation analysis using SPSS. Findings showed that STEAM-PBL resulted in a significant improvement in vocational skills and artistic creativity in a calligraphic lesson, and learning motivation mediated this improvement. Both of those skills were directly and positively impacted by STEAM-PBL, and motivated students displayed greater creativity and technical accuracy. The article indicates how STEAM-PBL can be used to train vocational and artistic skills in the teaching of calligraphy. Learning motivation added to the teaching process may enhance the impact of STEAM-PBL and hence offer useful data to teachers in creative disciplines
Tang et al. (Wed,) studied this question.