International Journal of Evaluation and Research in Education (IJERE)

Vol. 99, No. 1, Month 2099, pp. 1~1x

ISSN: 2252-8822, DOI: 10.11591/ijere.v99i1.paperID  1

The Proposed Model and the Exploration of the Efficiency of Jazz

Education as a Pedagogical Approach for Enhancing Creativity in
Higher Education Programs Supported by an Empirical Study

Naoual CHAOUNI BENABDELLAH1, Karima MOUMANE2, Ilham ZERGOUT,3, Imane RHAGHOUBI

4
,Majd EZZAROUALI EL BOUDRI5
1Software Project Management Research Team, ENSIAS, University Mohammed V, Rabat, Morocco,
[email protected]
2 Software Project Management Research Team, ENSIAS, Mohammed V University, Rabat, Morocco, [email protected]
3 Professeur de l'enseignement supérieur assistant à la FSJES CUAM, Laboratoire LERSEM, Équipe de recherche ERIMO, Université I bn
Zohr, Agadir, Morocco, [email protected]
4 Hassan II University of Casablanca - ENSEM - Laboratoire de recherche en ingénierie- Equipe de recherche sur la formation en sciences de

l'ingénieur [email protected]
5 National Graduate School of Arts and Crafts (Ecole Nationale Supérieure des Arts et Métiers) -University Moulay Ismail of Meknes,

[email protected]

Article Info ABSTRACT

Article history: Nowadays innovation and creativity are two important skills to improve. They
are goals to reach for a successful education. Thanks to these two skills
Received mm dd, yyyy learners can handle and overcome all difficulties in their social-professional
Revised mm dd, yyyy inclusion. Different educational methods have shown their efficiency in high
Accepted mm dd, yyyy education. Some pedagogies are better to be adopted or equally present. In
particular, Jazz education is one of the methods that was inspired by Jazz
music where the musicians are creative when playing with their instrument. It
Keywords: is this adaptation that was applied in Education. The facilitator and students
play the role of musicians and the music is the creativity or the output at the
Innovation end of the session. This method was experienced in the presence of a specific
Creativity program and with a specific profile. This category encompasses many specific
Jazz Education ways of thinking (Mäeots et al., 2016). It enhances the learning acquisitions
Distance learning and innovation as an important skill that has been assessed and applied during
Education the learning session. In this paper, a new pedagogical design is proposed using
Empirical study Jazz education. The purpose is to approach learners to appeal to their
innovation skills, equally their creativity too. The proposed model was applied
in the presence and was modeled for online learning too. The designed model
within the Jazz education principle proved its efficiency. An empirical study
was conducted to support the results of this use specifically in presence. This
method was applied to a course and an evaluation was sent to learners to
analyze their feedback and point of view.
This is an open-access article under the CC BY-SA license.

Corresponding Author: Dr. Naoual Chaouni Benabdellah1

1Software Project Management Research Team, ENSIAS, University Mohammed V, Rabat, Morocco,
[email protected]

1. INTRODUCTION
In recent years, the global trend of Industry 5.0 has captivated both industry and academia, focusing on
the integration of digital technologies, international market expansion, emphasizing the human dimension, and
sustainability. In the pursuit of successful innovation projects in this era, the development of innovation[1] skills
has become paramount, recognized as one of the most sought-after skills for the future. Among the key contributors
to the development of innovative concepts are engineers, whose highly skilled talents serve as pillars in the process
of creating groundbreaking solutions, fostered by both professional experience and early engineering education
International Journal of Evaluation and Research in Education (IJERE)
Vol. 99, No. 1, Month 2099, pp. 1~1x
ISSN: 2252-8822, DOI: 10.11591/ijere.v99i1.paperID  2

Traditional learning models prove inadequate to nurture these essential skills, necessitating innovative
pedagogical approaches that integrate experiential and collaborative learning. Despite commendable efforts in
recent years to promote innovation in Moroccan universities through initiatives like innovation competitions, fab
labs, and innovation incubators, the results remain localized and short-term, failing to establish a long-term
ecosystem that harnesses the outcomes of all projects. Innovation education is not yet recognized and valued within
engineering curricula, resulting in a lack of dynamism, organization, and guidelines for implementing creative
ideas in educational activities [2].
Creativity [3] [4]must be developed within an improvisation, flexible, and open-end learning environment
to address these challenges. From this perspective, this paper focuses on a new model of jazz pedagogy
implementation in engineering education in Morocco, which aims to foster innovation and creativity among future
engineers. Jazz education is perceived as a new promising and smart method that goes beyond the limitations of
traditional educational theories and practices (Santi and Zorzi, 2016). Inspired by the Jazz philosophy where
comprising principles, attitudes, and skills are mixed to reinforce innovation skills, our new education model is
based on collaboration and open discussions leading to improvisation and freedom in generating creative ideas
(Kevin, 2010). The proposed model, based on the improvisational nature of Jazz music, encourages students to
explore uncharted territories, embrace uncertainty, and develop their creative and innovative abilities. The findings
of this research will shed light on the potential of Jazz education to enhance creativity and innovation in higher
education, both in traditional classroom settings and in the increasingly widespread online learning environments.
The proposed model encompasses two distinct components: its implementation in a traditional face-to-
face classroom setting and its adaptation to online learning environments. The efficacy of the designed model,
rooted in the principles of Jazz education, was assessed through an empirical study conducted within the physical
classroom setting. An evaluation was administered to learners to gain insights into their experiences and
perceptions.
This research addresses several crucial questions in the context of Jazz education as an applied pedagogy
such as What are the essential elements of a Jazz Education method that align with its principles? Can a model be
developed to generalize Jazz Education sessions? And how effective is Jazz education as an applied method in
fostering student creativity and evaluating the progress of the course?
To answer these questions, the study first explores the essential elements that should be present in a Jazz
education method to adhere to its fundamental principles. Secondly, it investigates the possibility of formulating
a comprehensive model that can be extended to various sessions employing Jazz education. Additionally, the
evaluation of lesson sessions is examined to assess the overall effectiveness of this pedagogical approach. The
study also aims to determine whether Jazz education serves as an efficient method within the given context.
Furthermore, the research seeks to understand if students perceive themselves as being creative during the course
when Jazz education is employed and evaluates other elements characterizing the progress of the educational
experience. Finally, the paper explores strategies for transforming a traditional face-to-face Jazz pedagogy session
into an online format.
The present article is organized as follows, a literature review is conducted after an introduction to discuss
previous works’ findings in this field and the relevance of the jazz pedagogy approach in our context. Then, the
methodology presents the research question this paper is responding to. This section states the support techniques
for the proposed model. The new pedagogical design is presented within a systemic approach highlighting the
details of each learning process step. The following section addresses a proposition of an online design session
since education is more hybrid than only in presence. The empirical study was conducted and reported and
analyzed in the section after. The seven sections stated a comparison report of grades obtained when applying
classical teaching with the other list in which the experience of the model was applied. The last section is a
conclusion where the study is summed up with a discussion of the results which confirmed the hypothesis and the
efficiency of the proposed model. In this section, reporting the limits and some future works are exposed and other
tracks of research are opened for discussion and analysis.

2. RELATED WORK
Jazz is conveyed through the words and discussions of individuals, including musicians and instructors,
who describe and comprehend music that falls under the broad " jazz " category. This language plays a vital role
in education, as teachers they need to articulate and clarify features of the style that may be understood by
experienced musicians, to effectively communicate with their students [5].
Exploring the metaphor of jazz in the educational debate and embracing jazz's guiding principles in
educational practice these two imply accepting a significant challenge to educational theory. This for it requires a
complete rethinking of the paradigm that supports how innovative teaching[6] and learning processes are perceived
and presented [7]. Jazz's characteristics are numerous and diverse. There are creativity, innovation, improvisation,
risk, experimentation, change, collaboration, adaptation [8], and identity. These are emerged aspects that are
International Journal of Evaluation and Research in Education (IJERE)
Vol. 99, No. 1, Month 2099, pp. 1~1x
ISSN: 2252-8822, DOI: 10.11591/ijere.v99i1.paperID  3

studied by scholars. All of these characteristics offer fresh viewpoints on education, learning, and human
development. They ought to be considered when considering these universal human issues as well as when
implementing and cultivating a society that is more and more jazz-focused (Santi and Zorzi, 2016).
A thorough literature review was carried out to fill up the knowledge gaps regarding student learning
online, notably during emergencies and in general online teaching and learning. To help policymakers, researchers,
teacher educators, and administrators It is important to brace the evolution of online learning in U.S. educational
systems. The review offers insightful advice [9]. The key findings emphasized the significance of well-prepared
teachers, independent technology access, considering students' developmental needs, and the development of self-
regulated learning skills. The systematic literature reviews also highlighted the fundamental tenets of effective
instructional practice in online settings, such as evidence-based course organization. It fosters and connects
learners. It needs to ensure accessibility. The purpose is also to cultivate a supportive learning environment. It is
possible and better to individualize learning objects. All these elements contribute to promoting lifelong learning.
Some significant aspects of jazz were investigated by exploring their dimensions. These are creativity,
innovation, improvisation, risk-taking, experimentation, change, collaboration, adaptation, and identity [7].
According to the authors, these elements offer new perspectives on education, learning, and personal growth [10].
They lead to consider essential human concerns and promote the development of a society that adopts a jazz-
oriented worldview. The scholars believed that they can create an environment that promotes exploration,
collaboration, adaptation, and the development of both individual and group identities by incorporating these jazz-
inspired characteristics.
[11]attempted to investigate the attitude, anxiety, and confidence of beginning string student improvisers.
While trying to compare the results with [12], the author found that the confidence levels of females did not
significantly differ from those of any other group. While [12] discovered that women showed significantly less
confidence than men. Although the results on attitude comparisons were unclear, ladies in both experiments
showed significantly higher degrees of fear around improvisation than did males. The increased degree of
confidence seen in females in Alexander’s study might be due to gender differences in the examined groups, effects
of puberty and history, or exposure to a curriculum created particularly to boost confidence and allay
improvisational anxiety.
By evaluating jazz's characteristics as both traditional music and a means of generating music,
[13]investigated jazz as a framework for teaching using an all-encompassing approach. The scholar emphasized
that the complexity and historical development of Jazz's structure are vital for comprehending its processes.
Regarding this, using a composite construct akin to dialogic argumentation can help illuminate the relational,
linguistic, and communicative aspects of jazz. The study expands on this position by proposing three connected
perspectives, each of which offers a distinctive perspective on jazz theories and practices. These viewpoints present
chances to systematically incorporate the Jazz metaphor into pedagogy and didactics. Additionally, they support
transdisciplinary advancements in learning and teaching.
The first perspective is focused on the role-taking experience and emphasized the fundamental function
of listening as a multidimensional activity. It includes the present, past, and future. Jazz musicians use standardized
symbolic and linguistic patterns to experiment with new improvisational routes. The second standpoint explores
the procedural component of jazz, concentrating on the methodological facets of music-making and the
collaborative decision-making process. Players take on the role of advocates, putting out many options and having
frank discussions to come to conclusions together. Rules and standards that have been established enhance
cooperation, strengthening improvised deliberation. The third perspective analyses the end product of jazz while
considering its rhetorical element and the listeners' active participation. Therefore, Educational research may
embrace Jazz as a viable framework to transform teaching practices and enhance transdisciplinary learning
experiences by comprehending these viewpoints and their implications [13].
Beyond the field of music, Jazz education allows improvisation which plays a vital political role in many
facets of daily life. It focuses on collaboration, camaraderie, and individual accountability within a group setting.
It contributes to its wider societal importance. [14] investigated jazz improvisation's function as a booster for
creativity development. Additionally, the author explored how improvisation may be used as a teaching tool to
improve dialogic factors of human communication. The improvisational principle encourages group participation.
It contributes to the decision-making process specifically in designing the business questions stage. It is needed in
supporting democratic ideals and inclusive behaviors in various settings. Individuals can participate to act in
groups. They may adjust shifting conditions and redirect dialogues. All work together to tackle difficult challenges
in a dynamic and participative way. The influential book, which was released in 1994, is a key resource for
understanding jazz culture. Numerous authors (e.g. [14]; [15]; [13]) that use jazz improvisation as a metaphor to
examine ideas of knowledge, innovation, and creativity within organizational contexts have taken an interest in it
because of its insights. The discussion surrounding the application of jazz concepts to more general fields outside
of music has been significantly influenced by Berliner's book.
International Journal of Evaluation and Research in Education (IJERE)
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ISSN: 2252-8822, DOI: 10.11591/ijere.v99i1.paperID  4

3. METHODOLOGY

Based on the principle of Jazz pedagogy that was inspired by Jazz improvisation. In Education, it is
possible to succeed in teaching by adapting the progress of the session according to the learners. This means that
the instructor or the teacher is hundred percent a facilitator of the course. He sticks to the main and the core he
would like to transmit to his students. So to get to the point and to reach the goal of the session he may go with the
propositions of the students and their ideas to bring them to the point he would like to explain.
To illustrate this, the main idea of an Enterprise Resource Planning (ERP) course is to explain its
definition. All Data is centered and all activities communicate with each other. This last needs to be taught throw
example of an application to any kind of a company that would like to adopt this architecture of its Information
System. The definition is general and the application may be provided first by the facilitator then to make sure that
the definition and the application are understood, he may ask the question to bring a similar application and to
define the notion. Here at this level, the facilitator is appealing to his student’s imagination. And adaptation is
when the student proposes a specific domain of a company he let the class switch to this example and try to get to
the right definition.
Based on this example, this paper aims to bring a general model to apply specifically to engineers. In
addition to that, not all sessions can apply this proposed model for engineers in computer science to have more
than half of the study a hands-on learning style. This model is specifically for the theoretical part of the course.
This last is not to discard its importance in understanding all the possible technical use and applications in their
context. Furthermore, to support the model an empirical study is to be conducted. In addition a comparison between
grades obtained before applying the model and after. A proposed design for an online session is also proposed in
Figure 1.

Figure 1:The methodology adopted in this work

The methodology of this study is that the hypothesis was experienced among students during one year of
teaching around four courses: Enterprise Resource Planning, Information System, Data Warehouse, and Web
Mining. This allows the proposition of a model, to explain how to explain its application, and an example is
modeled for an example of progress. In addition to that, not all sessions need to be present. The question that arises
is. How this can be modeled online? The proposed model is followed by a proposed online design. This last was
not experienced yet. But the reflection and the proposition were made to test it in the future. There is another
question what is the point of view of the students? The answer to this question is crucial since all is around the
satisfaction and the service of the students to assure a better understanding and make the content fully accessible.
The purpose is highlighted equally about to enhance his ability of innovation and creativity. The purpose is to
improve these skills for autonomous students and creative and innovative. This was reflected by a form that was
sent to them that reported their position against the model and other aspects of the progress of the course.
Furthermore, a comparison study of grades is conducted. This considers grades before experiencing the model in
the present and after.
Six questions were asked and this study is bringing answers to them. These questions are evoked from
the hypothesis that Jazz education is efficient and that the experience needs to be generalized in a model to explain
how this can be applied to theoretical courses. These questions are as the following: question 1 is labeled Q1,
question 2 is abbreviated Q2, question 3 is represented by Q3, question 4, question 5, and Question 6 are contracted
as Q4, Q5, and Q6 respectively. The table summarizes the research questions and the answers and their positioning
in this paper.

Tableau 1: Summary of the research questions and the methodology to conclude answers

Id Research Questions How to respond to the questions

Q1 what are the most important elements to find in a Based on the related work and the different stages the Jazz
Jazz Education method so we can respect the method is conducted the model is inspired from this
principle? experience of creativity and adaptation to define the elements
to find for the Education application process.
International Journal of Evaluation and Research in Education (IJERE)
Vol. 99, No. 1, Month 2099, pp. 1~1x
ISSN: 2252-8822, DOI: 10.11591/ijere.v99i1.paperID  5

Q2 what can be a model to generalize that may be A proposed model is presented It respects the stages for the
followed during course sessions with Jazz success of any educational session and encompasses the
Education? particularity that enhances and develop creativity skill and
student innovation which is the discussion led by students and
directed by the facilitator when necessary to conclude the
notion definition to acquire. This model was presented in
section 4.
Q3 What is the evaluation of the lesson sessions by The progress of the session is milestones that are shown and
students when applying the model? presented in the proposed model and questions in the form
were asked to collect data from students. This is an overall
question to answer through the whole content of the form
conducted among the students in section 6.
Q4 Is Jazz education the applied method efficient? The efficiency of the proposed model was reported by the form
analysis responses and by the grades comparison that was
conducted. The answer to this session is in sections 6 and 7 of
this present work.
Q5 With Jazz education, do the students feel that they The purpose of the model is to promote the creativity and
are creative during the course? innovation of students, a question was asked to collect
students' feedback about it by attributing a scale to their
feeling. This answer is in section 6 among the form report and
analysis
Q6 How can a session in the presence of Jazz A proposed instructional design of one session objective was
pedagogy be transformed into an online session? designed in section 5 of this paper.

Q1: what are the most important elements to find in a Jazz Education method so we can respect the
principle? This question is to align the proposed model with the experience and the return of students. Some steps
were respected in the model. Such as the students proposed examples. Before this, the facilitator needs to address
the objective of the session and the concept definition and explanation. It is optional that the facilitator provides
an example first before permitting students to give theirs. This depends on the level of students and their quick
understanding that is relative to each class. The other indicator that needs to be taken into consideration is the
degree of difficulty the notion is subjected to be addressed.
The primordial element to have in the process is the ability to let the student feel his main contribution in
leading a discussion. This implies his engagement[16] and the other student’s engagement toward the process. It
creates a competitive thought that enhances the quality of the discussion and the maintenance of the interest at
least. This way the role of the facilitator is not diminished at all it just lets him supervise and lead the discussion
to what has to be understood and the idea he would like to transmit. The facilitator needs to have a certain level of
awareness of what he is doing. The mastery of the course and the societal level ag the adults he is teaching need
to be known. This paper is not about defining the profile of the teacher. It addresses the process of the session
course progress.
Q2: what can be a model to generalize that may be followed during course sessions with Jazz Education?
This question is about the elements of the establishment of the general model. The target audience is students of
high education from Engineering school in computer science. They may be from the first, second, or third year.
The course to experience this model needs to have a theoretical part. This means that the notion has a definition
and needs to be applied in various contexts. The necessity to let students lead the example of the discussion is
crucial to let him engaged and all the classmates involved. They can answer questions the facilitator asks. This
means that the final answer he wants to attain needs to be subdivided into several sub-questions. The facilitator
has the projection and the advance thinking over the discussion and its progress with the talk that makes the
difference he can change the direction slightly not completely to keep track of students until the end. He finds
himself bringing students to the notion and its meaning and students find themselves confident about what they
can do about what they know. Generally, the starting point for them is the previous knowledge they know.
Q3:What is the evaluation of the lesson sessions by students when applying the model? The proposed
model needs to be evaluated not only it can be sensed by the facilitator. Ideally needs to be reported by measures
and feedback from students about how sessions progressed. The evaluation came through by preparing a form and
gathering feedback from around 45 students. The details on the questions of the form and the responses are
bellowed in the next section about the empirical study, the report, and the analysis.
Q4: Is Jazz education the applied method efficient? According to the evaluation conducted it is a way to
ensure the efficiency of the model. The facilitator who experienced the model senses the efficiency of the method
and the importance of applying these stages in the proposed model. The efficiency is related to student feedback
and can be more accurate with the experiments of many facilitators and many other types of profiles. In this study,
the purpose is to present this model and the empirical study report analysis.
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Q5: With Jazz education, do the students feel that they are creative during the course? In the form, a
question is asked to return students feeling. There is a big difference between the awareness of the facilitator's
progress and management and the awareness of students. Those are to be argued to clarify the purpose of each step
and to engage them in the process. They are more motivated in participating than if they just undergo the progress.
All can happen by stating two words or stopping with one sentence. For example: “Now that we stated the objective
of the session, we are going to define notions….., after defining the term it is your turn to bring examples to discuss
this develop your creativity and enhance your sense of innovating models ….”. At the same importance, other
aspects or stages of the session are to be asked to sense their awareness and their feeling. As to know: what is the
evaluation of the other elements characterizing the progress of the course?
Q6: How can we transform a session in presence with Jazz pedagogy into an online session? Distance
learning is when a student is learning by himself he has content in front of him and need to acquire knowledge.
Indeed, it is very difficult to transform a methodology in presence to an e-content. Specifically, the pedagogy or
andragogy i.e. pedagogy for adults is adaptive. The adaptation is personalizing and is according to each individual.
Each one is supposed to propose and be led to understand the objective of the session. How it is possible to model
the proposed stages online? This paper brings a proposition to this question. In the section below.

4. THE PROPOSED MODEL

In this section, a new pedagogical design is proposed. The purpose is to approach learners to appeal to
their imagination and specifically their creativity. Each session is divided into 8 steps Erreur ! Source du renvoi
introuvable.Figure 2. The design thinking model is presented and the details of this design are in Figure 3. The
steps are as follows define the problem. The problem is that students are to develop their innovative skills. In each
session, there are several concepts to be acquired by students. At this stage, the facilitator needs to identify these
notions. The stage after is to think of a potential solution to enhance the creative ability in a session. This is by
keeping the definition of the concepts to acquire. Once the solution is designed, Sept 4 is to apply this solution and
to experience the proposed design. There are many adaptations to make for developing this creativity. This last
needs guidance and one-to-one assistance. The class is around 40 students. This needs to pick a few students and
discuss their examples or proposition to lead them to a creative solution and this led to applying the acquired
concepts. Also, creativity is concrete depending on the objective of the session. Step 6 is the progress monitoring
where profiles are more defined and after each session, the progress needs to be more efficient by evolving more
students and converging to a creative output. This step the 7th is to evaluate the acquisitions at the end of the
process. The evaluation is related to content acquisition. The last 8th step is to evaluate the whole process of the
course progress. These details are designed in Figure 3.
Now it is the turn of the process model and the parts it composes Figure 4. The first step is to state the session
objectives. This means to announce to learners what they are supposed to learn about. The next step is the
presentation of the keywords and their definitions in the context of their use. The facilitator in step three asks their
fellows about bringing to the session an example of application. This is to discuss and matches the content
presented in the second step. The discussion is by asking questions to converge to the notion application. The fifth
and the sixth are the stages where students are asked to bring to the class another example where questions on this
second example are less detailed to let the students apply the concepts more quickly. They then can make other
examples and apply concepts directly without waiting for help questions or they can be named intermediates
questions. The final step is the assessment test where the specific goal of the session is evaluated. Students are all
attentive to the whole process and expect this evaluation at the end this is noted. It is possible to pick the half
copies that were returned by groups. The last action during the session and at the end of it is to ask the group to
present their answers to other students. They feel important and actors during their learning.
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Figure 2: Design thinking process for the model generation

Figure 3:More details in each step of the design thinking process of the model
International Journal of Evaluation and Research in Education (IJERE)
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Figure 4:The proposed model and the stages of the process

To develop in-depth the steps of how discussions are made, there are common recursive sub-steps that
are repeated most of the time. These sub-stages are: stating the goal of asking them to bring an example and the
importance of this example. Then how they need to apply the old concepts to the example. This next sub-stage
depends on the level of the student or the level of their concentration and interest. If students are high-level, this
step does not take time and the intermediate questions are not numerous to reach the goal of the session.
Particularly, this step is the harmony that is sensed by the facilitator toward his students and the questions are
adapted depending on the previous indicators. To remind them: of their interest, their cognitive level, their general
knowledge, and their concentration.

5. AN APPLICATION OF THE MODEL TO AN ONLINE COURSE SESSION

This section is to respond to the question Q6: How can we transform a presential session with Jazz
pedagogy into an online session? Nowadays the learning is mostly hybrid and the traditional pedagogy modeled
above is to be applied online too. The course session is on “web mining application” This session can be progressed
following the steps previously mentioned. This web publication was made using Opale version 4. The SORM
package can be integrated into any Learning Management System that respects e-learning norms. Learners can
have access of course if their enrollment is effective. The interface is interactive since he can during reading text
that compasses the definitions and the explanations respond to questions and quizzes that are incorporated into the
unit of the course. Learners will find the list of outlines on their left and can access any title.
International Journal of Evaluation and Research in Education (IJERE)
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A proposal of the model for an online session is below in Erreur ! Source du renvoi introuvable.show

Figure 6:Content for distance learning of a unit of the course web mining

how questions can be addressed to learners. They need to figure out the example and the possible application to
the definition according to the questions they will be able to answer and check by themselves the right answer and
discuss in a forum. The time to think about an example is wide important and his participation will let every student
engage in the first proposition. The facilitator needs to connect and check on the discussion to correct and ask and
answer to redirect the discussion to the right point. The moderator or the facilitator plays an important role in
participating in the forum activity and to evaluate at the same time to encourage participation. The stage of stability
is during the discussion online. And the previous stage of the explanatory and addressing the first definitions can
be done via the Opale tool. The interactive way is also important to let the students know what they acquired and
think and create new text to discuss in the forum.

Figure 5:Questions that follow the information given in the explanatory stage
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Figure 7:Open question is asked at the end that is specific to the field of e-health

6. QUESTIONNAIRE REPORT AND ANALYSIS

The previous model was proposed and was experienced in reality among students in high Education.
Specifically engineering students who took computer science programs. They are first, second, and third-year
students. The course in the experiment concerns Web Mining, Data Warehouse, and Information System courses.
These courses are specialized in the Business Intelligence field. The form was designed to report and analyze
students’ feedback regarding the progress and the quality of the session. Some other aspects were included as their
preferences in the languages and some details about summaries. The form sent to students to collect their feedback
has the purpose to answer some questions. The data processed is composed of data collected from students based
on an online form that was sent. 45 responses were processed. The target students were who attend sessions where
Jazz education was applied according to the previous model. All questions were tagged as obligatory. Learners
can’t skip any question. To validate their response, they must respond to all questions. This lead to constitute zero
missed value. These are questions that require confirmed Boolean answers yes or no, and many others require a
note on a scale from 1 to 5. The five scales is for very satisfied by decreasing the note is less positive.
The report and the analysis were made by using two tools SPSS un outil d’analyse statistique and PowerBI
un outil de visualization de données. Some results are reported thanks to SPSS and others using PowerBI. These
questions are established as follows:
1- Do you have an idea of the objectives at the start of each session?

Students are asked to attest to the clarity of stating the objective of the session. They are aware of the
purpose they are attending and what they are learning about. This question is very important for the right start of
a session. They need to keep in mind what they are hearing and talking about to answer to what question.
In this Table 1 the number of learners that know the objective of the session is 35 among 45. This number
represents 77,8% of the community. This means that the majority know the objectives of the session. The 10
among 45 students are not discarding the number is an important figure. This suggests a generally positive
reception of the session's goals, but it's essential to consider the reasons behind the opposing votes.
The attention needs to be on from the beginning before starting the objectives statement. Other ways can
be deployed to do that and the point is taken into consideration. Like exposing a 1-minute video. This not common
action by professors attracts learners’ attention. This way it is possible to cover the 45 students' attention to the
objectives stated by the facilitator at the beginning of the session.
International Journal of Evaluation and Research in Education (IJERE)
Vol. 99, No. 1, Month 2099, pp. 1~1x
ISSN: 2252-8822, DOI: 10.11591/ijere.v99i1.paperID 
1

Table 1Responses’ distribution according to the objectives of the session

Do you have an idea of the objectives at the start of each session?
effective percentages percentages valid percentages cumulus

no 10 22,2 22,2 22,2

Valid yes 35 77,8 77,8 100,0
Total 45 100,0 100,0

Figure 8:Statement of the first stage of the model

2- The facilitator (the teacher) contextualizes the notion to facilitate understanding"

The facilitator plays a very important role in explaining the context of the session. The notion is
brought to the session in what logic? The answer to this question assures students of the fluent continuity of
the learning process. The facilitator is responsible for casting different possible questions the students may ask
and that may encounter his attention. So building relations between previous sessions or other courses is
important. This should be brief and concise. Students in this form need to report their awareness of this part.
However, in Table 2 students are more affirmative regarding the contextualization during the session.
They are not all of them aware of the stage they are attending. 44 students are aware, representing around
97,8% of the overall number of students who participated in the study. There is only one person who answers
negatively that he does not agree about the contextualization of the context to acquire. This person represents
only 2,2% of the whole number. The vast majority voted yes (44) that the teacher contextualizes notions for
better understanding which is the obvious reason for it.

Table 2Responses’ distribution according to the contextualization of the notion to acquire

The facilitator (the teacher) contextualizes the notion to facilitate understanding"

effective percentages percentages valid percentages cumulus

no 1 2,2 2,2 2,2

Valid yes 44 97,8 97,8 100,0
Total 45 100,0 100,0

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Figure 9:Pie chart of the distribution of students who attest to the contextualization of the notion

3- Does the facilitator state the terms, concepts, and definitions to remember just after the objectives
and before any possible discussion?

This stage is to explain the notion and definition as it is stated in a book or a reference. The notion
may be ambiguous at first. And it needs to be stated to prepare the platform for the interaction[17] that brings
innovation and creativity to students. Otherwise, the definition if it is built up during discussion may lose some
attention and take more time.
The Responses about the concept definition after stating the objectives 40 among 45 students affirm
the state and the progress. This number of positive Responses represents 88,9 % against 11,1%Table 3. It is
possible to notice the attention that is real and effective at this level. There are a significant number of students
who are aware of this progress. This represents the second stage of the proposed model. Related to the previous
question, now the question is if the facilitator states terms and concepts after objectives and before discussions.
In this vote, the yes count decreased to 40 (from 45 votes) which is logical.

Table 3:Responses' distribution of the awareness about the concept definition after stating the objectives

Does the facilitator state the terms, concepts, and definitions to remember just after the objectives and before any potential
discussion?

effective percentages valid percentages percentages cumulus

no 5 11,1 11,1 11,1

Valid yes 40 88,9 88,9 100,0
Total 45 100,0 100,0

Figure 10:Affirmation of the stage "Definition of the notions"

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Int J Eval & Res Educ ISSN: 2252-8822  3

4- The facilitator asks the students to come up with examples"

Bringing an example is the beginning of giving the talk to students to shift the direction of the
discussion. They propose different fields of companies, they may suggest a specific structure within
departments and services. Based on this example a projection of the definition is discussed.
In Table 4, students are brought to the main stage of the model which is the third step. They are told
to discuss their examples. Students that are involved in thinking about these examples are 41 among 4 that are
not engaged in the session. The positive responses are from students that represent 91,1% against 8,9% who
are not positive and are not engaged. They have faced challenges or hesitations in providing examples. Overall,
the facilitator's approach seems to have encouraged active participation Figure 11.

Table 4:The involvement number of students at the stage of bringing examples during the session
The facilitator asks the students to come up with examples"
Effectives Percentage valid Percentage Percentage cumulus

no 4 8,9 8,9 8,9

Valid yes 41 91,1 91,1 100,0
Total 45 100,0 100,0

Figure 11: Validity and affirmation of the “asking to bring examples” stage application among students

5- Students' involvement in setting examples encourages creativity and innovation. This pleased me
a lot to match the notion to the concepts that I have basic (general knowledge).

The analyst in the form is sensing the feeling of students when they share their examples and when
the facilitator appeals to their imagination. It is important to know whether students are aware of the stage of
imagination and creativity they are bringing to the table. When students are satisfied and are aware of the play
they can focus more and be engaged more seriously than if they do not why the facilitator is asking questions.
When based on their example even if they are not real they build solutions that may not exist and generally,
they do not exist. And this is the innovation that they are revealing.
This question is at the same time informative about the reason why they are asked to bring questions
to the session to discuss they are active in constructing the knowledge and are participating in the discussion
to embrace all the facets of the notion of the target notion to understand. These students who participated in
the study are to scale the experience and their feeling toward the progress stage. There are scales from 1 to 4
respectively from the very bad feeling and the 5 scale is the excellent feeling toward matching the notion and
its definition and the creativity skill they are appealing. There are 35,6% of students who are pleased with the
4 scale. This is followed by 31,1% of less pleased students. Both groups represent 36,7% of average pleased
students who are feeling positive toward using this way to appeal to their creativity. On the other hand, there
are 28,9% are very pleased as it is shown in Erreur ! Source du renvoi introuvable.. The Erreur ! Source
du renvoi introuvable. demonstrates the distribution of the percentages. In this question, the vote is with a
score from 1 to 5. Results demonstrate a positive response to the involvement of students in setting examples,
with 13 students giving the highest rating of 5, indicating they strongly agree with the approach's benefits for
fostering creativity and innovation. Additionally, a significant number of 16 students voted 4, suggesting a
high level of approval. Figure 12.

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Table 5: feedbacks about the way that they are going through notions in the course's session
The involvement of students in setting examples to encourage creativity and innovation. This pleased me a lot to match the
notion to the concepts that I have basic (general knowledge)"

Effective Percentage percentage valid percentage cumulus

2 2 4,4 4,4 4,4
3 14 31,1 31,1 35,6
Valid 4 16 35,6 35,6 71,1
5 13 28,9 28,9 100,0
Total 45 100,0 100,0

Figure 12:Examples induct creativity scales

6- The application examples have concretized the use and importance of the theme

and
7- These examples are discussed to highlight the concepts to remember

The two questions number six and seven, in the form, are to concretize the use and the definition or
the concept to remember. This question is to return their awareness during the progress session.

Table 6 underlines the number of students who agreed about highlighting the concepts to acquire according
to the discussion progress. There are 44 students which means that they represent 97,8% of them that are
confirming this point happening during the course’s session. The overwhelmingly positive response with 45
"yes" votes affirms that the application examples effectively concretized the use and importance of the
theme. The participants' agreement indicates that the examples provided clarity and practical understanding
Figure 13.

Table 6:The purpose of the examples is to Understand the notion

These examples are discussed to highlight the concepts to remember
Effective percentage percentage valid percentage cumulus

no 1 2,2 2,2 2,2

Valid yes 44 97,8 97,8 100,0
Total 45 100,0 100,0

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Int J Eval & Res Educ ISSN: 2252-8822  5

Figure 13: Majority Satisfaction for the example purpose

It is not an easy task to model and lead at the stage of leading a successful discussion to converge to
the appropriate knowledge. The adaptation is according to several indicators as the time students are taking in
responding to questions, it takes into account the motivation[18] of these students that need to be maintained
and need to be revived each time to call and appeal to students' creativity. Questions are to be as simple as in
students’ hands and abilities to answer. The facilitator needs to be flexible at this stage and have a pace over
the undergoing progress. He predicts and needs to understand the proposed examples and answers to find the
positive part and discard the negative or the part that is going to derive the discussion to a none mastered
direction. To analyze the efficiency of the questions and the exchanges during the session, students in the form
are asked to return their feedback. It was reported that 62,2% of Table 7 are satisfied and that they were led
successfully to understand and thanks to the discussion of the notion and the concept they are supposed to
understand. Among this group, there are 28,9% that are extremely satisfied against 33,3% are very satisfied.
There are 28,2% who are in the average zone. There are just 8,9% that are not satisfied with the method. The
distribution is represented in the Pie Chart Figure 14.
This time, the graph indicates a nearly equal division of opinions among participants regarding the
impact of end-of-session evaluations. While 22 participants found them helpful in maintaining attentiveness
throughout the sessions and responding effectively to the evaluations, 23 participants did not share the same
sentiment. This feedback suggests that the approach of mandatory evaluations might have varying effects on
participant engagement Figure 15.

Table 7:The progress of the session is adaptive since the questions are depending on the objectives and students'
examples.
Thanks to the questions, during the discussions, the teacher involves me and maintains my intention so he helps me to
come to constructive conclusions on my own.

effective percentage percentage valid percentage

cumulus
Valid 2 4 8,9 8,9 8,9
3 13 28,9 28,9 37,8
4 15 33,3 33,3 71,1
5 13 28,9 28,9 100,0
Total 45 100,0 100,0

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Figure 14: Pie Chart on the leading discussion to constructive conclusions

Figure 15:Discussion results in awareness among students with responses

8- Often at the end of each session a written evaluation is requested on the content of the session

The facilitator asks at the end of the session students an assessment. This end session small evaluation of 5
minutes gives a chance to another classmate to express and write their ideas. Not all students can express their
ideas freely. Others need to be attentive to the progress so they can answer at the end of the session. Is a way
to keep their attention awake. Asking about evaluations, results indicate that while a majority of participants
(32 "yes" votes) are in favor of the written evaluation at the end of each session, there is also a notable number
of 13 participants who expressed their no voting Figure 16. This is not a mandatory stage for every end session.
The purpose is to make students engaged throughout the session they may be asked for an evaluation or not.
This last scenario is when the progress takes time and the facilitator is constrained by the time consumed in
achieving the goals. This is reported by the no vote of students. And Yes vote by others is a statement that
reveals the existence of this stage and option. Yet the frequency needs to be usual instead of rare.

Figure 16:Sattement of the end session evaluation

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9- The professor succeeded in approaching his students to transmit and preside over the course
sessions

The voting results demonstrate that the professor of the subject excelled in approaching and engaging with
his students during the course sessions, as indicated by 25 participants rating the experience with the highest
score of 5, and the other votes with a close score Figure 17.

Figure 17:Scale of the successfully approaching student

7. GRADES COMPARISON

In this work, in addition to reporting and analyzing data collected from the form, a comparison of both
grades was obtained in one year where this model was not experienced and the only data shown was the way
to lecture for the same profile of students. The comparison is with grades obtained from students who
experience the applied pedagogical methodology. Grades are obtained for both lists for the same course by the
same profiles and years of study in the program.
This comparison is to analyze the grades obtained in the two cases. The first case represents grades
obtained when the facilitator uses classical lecturing using the data to show and explain the content of the
course. Students are receiving information and the facilitator transmits it. This pedagogy is called the
explanatory method. The facilitator may use the Zoom method or what is called the deductive method. The
pedagogy is generally affirmative and may also be an active method for a moment where questions might be
asked to engage students in following the flow of the information. The flow is imposed by the facilitator and
the students do have not the wide space to lead according to his point of view of their background knowledge.
The other list is constituted of grades obtained after experiencing the model. It is to note that the course has a
theoretical part and a hands-on part. The model was applied to the theoretical compound. The grade is after
taking a general evaluation that covers all the courses.
In the first report, it is shown in the model figure that the average of the grades is 12,01 whereas in
Figure 19 the average is 13,64. In the last figure, more students have 15 out of 20 whereas in the first figure,
most students have 12 out of 20. There is a standard deviation that is 2,72 in Figure 18. This means that the
distance between students’ grades is bigger. A bigger gap is concluded compared with the standard deviation
shown in Figure 19 which is quantified by 2,46.

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8  ISSN: 2252-8822

Figure 18:The distribution of student's grades without applying the proposed model

Figure 19:Grades report when the model was applied

8. CONCLUSION

This paper is a related work explaining some works with Jazz theory and education. The contribution
is mainly the proposed model and the application to an example. A proposed design of an online using this
model is also proposed. This model was supported by an empirical study that was conducted among students
who have participated in the experience of the application of this model in presence. There is another analysis
conducted to support and to evaluate the efficiency of the model the one was on the comparison between grades
obtained without applying the jazz method and the grades obtained when the model was experienced.
It is noted that this model is applied without showing images or videos or moving all the classes to
observe the real process in the industries. Indeed, these previous alternatives are much better at informing.
Students will acquire the knowledge they need. The model is more about responding to the issue of creativity
and innovation than just acquiring the notion. We can join the proposed alternative and the model to make the
innovation reach another state. The problem if it is so is that examples will be real and there is no convergence
to novate ideas and original work. The facilitator sense the great job that was obtained at the end of each
session. And if the session is repeated with another audience, the great job obtained is different, special, and
original. The facilitator is not bored and is also enriched by the exchanges. And amazed about the constructive
models and patterns these stakeholders are building. As future work is to report the facilitator's point of view
this needs the involvement of many facilitators that apply this model to analyze the study.
Along with the experience year after year, a significant comparison may be analyzed and bring better
results on the efficiency of the model. A prediction need more data to be processed. This is the reason why
collecting data in the coming years is to include in a future study for extracting patterns and hidden knowledge.

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Int J Eval & Res Educ ISSN: 2252-8822  9

The drawback of this model is that not all students are involved in the first proposition of the example
discussion. They may follow the first context stated by one student. But the limited duration of the session does
not give the chance to all to lead the discussion. Meanwhile, they all can be creative in a given range of space.
The discussion needs to end and the facilitator pressed the talk so the involvement of all the ideas is monitored.
We can discuss the validity of the model. The model was experienced for a specific type of audience.
What if it was experienced for another type of audience? Maybe the results will be better or on the contrary
worst. This leads us to think of what are the indicators that are to respect and that influence the efficiency of
the proposed model with Jazz Education. We can mainly make the evaluation only for the theoretical part that
was thought using the model. This means that since the first purpose was to evaluate the overall acquisitions,
the grades may not return the right results regarding the evaluation of the theoretical acquisition. Thus, to
enhance the grades comparison, the evaluation must be only for the theoretical part without using the model
and with the application of the Jazz education model.
It is very important to conduct a study among professors who adopt this model and ask them for their
feedback on how far the model is efficient to enhance student creativity and innovation. This can be counted
as future work. To disseminate the proposed model and to let professors adopt it then to conduct the study.
Another future work is to think of and to work on. Like for example to make a comparison study with other
pedagogies other than the one experienced in this paper.

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BIOGRAPHIES OF AUTHORS

Dr. Naoual Chaouni Benabdellah is Assistant Professor in computer science at

ENSIAS, University Mohammed V, Rabat, Morocco. She obtained her doctorate in
E-course units’ adaptation using metaheuristic methods. She is teaching business
intelligence courses and business analysis courses. She is named expert in e-learning
and was invited as a public speaker and representative of the university at UNESCO,
UNIMED, United Nations. and other schools and institutions. She participated in
many projects the recent one is INSIDE Erasmus plus capacity building project.
That has the purpose to promote “the design of all” online courses to students
including those with disabilities. Her research interest is Business Intelligence,
Artificial Intelligence, applications in Education, and E-health. She was president of
the session at the A2IA conference and has been a reviewer and committee member
in many conferences as SITA’20, SITA’23, BDIOT’22, and A2IA’23 among others.
The ORCID ID is: https://orcid.org/0000-0001-8905-9604 and
https://www.linkedin.com/in/naoual-chaouni-benabdellah-b7612918 email:
[email protected].
Dr. Karima MOUMANE (Eng. Ph.D.) has 8 years of experience as a software
engineer at the Moroccan Customs (ADII) from 2011 to 2019, and one and a half
years as an accredited trainer at the Moroccan customs training institute (IFD) from
2019 to 2020. Currently, she is a professor/researcher at ENSIAS, University
Mohammed V, Rabat since December 2020. She received an engineering degree in
computer science from ENSIAS-Rabat in 2011. Then, she obtained her Ph.D.
Degree in Computer Engineering from ENSIAS- University Mohammed V in
March 2018. She obtained several certificates in different computer science
disciplines such as The Scrum Master certificate, ITIL® V4 Foundation
certificate, and ISTQB Certified Tester Foundation Level.
Recently, she has worked on several papers submitted to indexed journals and
conferences, most of which are related to the application of Machine Learning
techniques to different domains (healthcare area, Supply chain, e-learning, etc),
Software quality evaluation of m-health apps, and others. She is a reviewer for the
Scientific African Journal and the World CIST and ICDTA conferences. She is a
session moderator of the ICDTA Conference. She is a member of the project team
of two international projects: PEER 7-246 and InSIDE
Her email address is: [email protected]
Dr. Ilham Rharoubi is a professor in the Faculty of Legal, Economic, and
Social Sciences Ait Melloul of Ibn Zohr University, Morocco. Her research
activities are oriented on logistics, supply chain management, e-learning, and
artificial intelligence. Pr Rharoubi is a member of the Laboratory for Research
in Economics and management (LERSEM) and the research team for Innovation
and management of organizations (ERIMO). She received a master's degree in
audit and management control from the National School of Commerce and
Management (ENCG) of Agadir in 2015. Then, she obtained her Ph.D. degree
in management sciences in July 2021.
Dr. Imane ZERGOUT is a researcher in the field of innovation and quality
in engineering education. She is a member of the team Research on engineering
sciences education in the engineering research laboratory (LRI) at Hassan II
University. She worked as a permanent professor of
physics and mechanical engineering at Mundiapolis University. She was a junior
researcher in the RIIME project related to the PHC- Maghreb program sponsored by
Campus France. Her main research activities are oriented on the innovation process,
engineering education, innovation and creativity skills, and mechanical engineering.
She graduated as a
mechanical engineer from ENSEM- Hassan II University of Casablanca in 2015.
Then she obtained a Ph.D. degree in mechanical engineering from ENSEM- Hassan
II University of Casablanca in 2020.

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Majd Ezzarouali El Boudri is a 4th-year engineering student specializing in

Artificial Intelligence & Data Science at the National Graduate School of Arts and
Crafts (ENSAM) in Meknes. With an academic foundation in engineering and a
particular interest in AI and Data Science, He embarked on his research journey
early in his academic career.

Paper’s should be the fewest possible that accurately describe … (First Author)