Affiliations:
1Faculty of Creative Technology and Heritage, Universiti Malaysia Kelantan, Sabah, Malaysia
2Faculty of Fine Arts Design and Architecture, Zhuhai College of Science and Technology, Zhuhai, China
3Chengdu Academy of Fine Arts, Sichuan Conservatory of Music, Chengdu, China
4Art College, Harbin Cambridge College, Harbin, China
This study investigates how Procreate influences the creative capacities of students in visual communication programs through three related mechanisms: cognitive engagement, motivation, and achievement expectations. Using a quantitative cross-sectional survey design, data were collected from 374 students and analyzed using partial least squares structural equation modelling (PLS-SEM). The results supported all proposed hypotheses and showed that Procreate use is associated with higher levels of perceived creative self-efficacy rather than objective creative ability. Perceived creativity was directly related to cognitive engagement (β = 0.268) and indirectly influenced through increased motivation (β = 0.548), which subsequently affected creative ability (β = 0.262), as well as through strengthened expectations of creative success (β = 0.552), which in turn influenced creative ability (β = 0.340). Together, these factors explained 54.8% of the variance in creative abilities, with expectations demonstrating a stronger mediating effect than motivation. The findings extend previous research by clarifying the psychological processes through which digital tools shape creative expression. From an instructional design perspective, the results suggest that curricula should move beyond teaching technical software skills and instead focus on fostering motivation and positive expectations for creative achievement when integrating Procreate. Overall, the study highlights the complex relationship between digital tools and creativity in visual communication education and provides empirical guidance for using technology to support sustained creative development.
Digital creativity, Procreate, Creative self-efficacy, Visual communication education, Learning motivation
https://doi.org/10.21833/ijaas.2026.03.022
Ying, X., Shaharuddin, S. S. B., Ramli, S. B., Heng, Y., & Nan, G. N. (2026). Procreate’s influence on student creative self-belief: A quantitative analysis of motivational and expectational pathways in visual communication education. International Journal of Advanced and Applied Sciences, 13(3), 212–223. https://doi.org/10.21833/ijaas.2026.03.022