Abstract
Creativity is a cognitive ability that enables individuals to come up with both original and functional ideas and products. As architectural design requires producing aesthetic and practically useful solutions, it is a primary concern to enhance creativity in design disciplines. Many theorists argued that design is a non-linear process and many components of design problems are not clear at the beginning. At the start of the process, designers are always working at the periphery of a solution space where there is less coherence and more ambiguity. Thus, they must deal with a lot of ambiguity in every design situation. These states of uncertainty and confusion can be annoying for architecture students. On the other hand, tolerance of ambiguity is a personality trait that has been linked to creative thinking. Therefore, this paper attempts to investigate the correlation between tolerance of ambiguity of architectural students and their creativity via a qualitative study. The researchers implemented a mixed-method approach and recruited 18 architecture students. The results from this study revealed that there is a significant correlation between students’ creative thinking abilities and their tolerance for ambiguity. Our results also indicated that there is no statistically significant correlation between students’ tolerance of ambiguity and their design creativity.
Highlights
Architecture discipline is one of the fields that require developing a special set of skills
The goal of this paper is to investigate the construct of ambiguity tolerance and examine the theories and studies demonstrating its significance to creativity
The researchers decided to use the grades of their design projects as an indication for their design creativity instead of the design task as it did not reflect the true performance of almost half of the students (40% of them)
Summary
Architecture discipline is one of the fields that require developing a special set of skills. Through their education, students learn two types of knowledge: theoretical knowledge and practical knowledge. Students learn two types of knowledge: theoretical knowledge and practical knowledge The latter entails soft skills such as drawing and critical thinking skills. As for the former, it represents the theories, facts, and basics concerning the architectural field. Students learn how to navigate and solve different design problems. These problems are classified as ill-defined or wicked problems because both the goal and the route
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