Design for Discovery: Cultivating Quantum Physics Creativity Through an Integrated Cognitive Load and Psychological Safety E-Module

Aim/Purpose: This study aims to propose, implement, and evaluate an integrated pedagogical framework, Design for Discovery, embedded within an interactive e-module. The study addresses the pedagogical paradox in quantum physics education, where rigorous conceptual demands often limit opportunities for creative exploration. Background: Quantum physics education presents a dual challenge: achieving deep conceptual understanding while fostering scientific creativity. Traditional instruction often imposes a high cognitive load, limiting students’ capacity for higher-order thinking. This study proposes that technology-enhanced environments can address this by integrating three mechanisms: cognitive headroom, psychological safety, and epistemic curiosity. Methodology: This study employed an embedded mixed-methods case study design involving 25 third-year physics education students at Universitas Jambi, Indonesia. Quantitative data were collected using the Scientific Creative Thinking Skills Test (SCTST) and a conceptual understanding test, while qualitative data were obtained through a reflexive perception survey. The intervention consisted of a five-week implementation of an interactive e-module incorporating visualization, sandbox simulations, and private feedback. Contribution: This study contributes by proposing the Design for Discovery Framework, which conceptualizes creativity as an emergent outcome of the interaction among cognitive, affective, and motivational mechanisms. The framework provides both a theoretical model and a practical design blueprint for developing creativity-supportive learning environments in complex STEM domains. Findings: The results indicate statistically significant improvements in both scientific creative thinking (t(24) = 5.89, p < .001, d = 1.18) and conceptual understanding (t(24) = 7.12, p < .001, d = 1.42). Qualitative analysis identified three key mechanisms: (1) cognitive headroom enabled by visualization, (2) epistemic curiosity triggered through sandbox exploration, and (3) psychological safety facilitated by private feedback. These findings suggest that learning outcomes, including both creative thinking and conceptual understanding, emerge from the interaction of cognitive, affective, and motivational processes. Recommendations for Practitioners: Instructional designers should move beyond content delivery and focus on engineering cognitive learning environments. This includes integrating visualization to reduce cognitive load, incorporating sandbox features to promote exploration, and providing private feedback to support psychological safety and risk-taking. Recommendation for Researchers: Future research should examine the generalizability of the framework across different STEM disciplines and cultural contexts. Further studies may also explore real-time measurement of cognitive load and psychological safety using learning analytics or physiological data. Impact on Society: This study provides a scalable model for fostering creativity within rigorous scientific education, contributing to the development of a STEM workforce capable of both deep expertise and innovative problem-solving. Future Research: Future work may extend this framework through multi-institutional studies and the integration of adaptive or AI-driven learning systems, further to personalize cognitive and affective support in complex learning environments.