Creative Problem Solving Process Research Articles

COMPONENTS OF DESIGN THINKING AND ITS EVALUATION IN THE FRAMEWORK OF INTERIOR DESIGN EDUCATION

Tasarım düşüncesi, “yaratıcı sorun çözme süreci” olarak tanımlanmaktadır. Bu kavram, son yıllarda
 kullanımı birden fazla alanda yaygınlaşmakta olan değer, ilke ve yöntemleri kapsayan yaratıcı sorun çözme
 aşamalarını barındırmaktadır. Yaratıcı sorun çözme süreci temeline dayalı tasarım alanlarından biri olan
 iç mimarlık eğitimi içeriğinde, tasarım düşüncesi ilkeleriyle sıklıkla karşılaşılmaktadır. “Tasarım düşüncesi
 bileşenleri”, bu çalışma kapsamında tasarım düşüncesinin sorun çözme yaklaşımı olarak uygulanmasında,
 birey için gerekli olan tutum, ilke, değer, bakış açısı gibi özellikleri anlatmak için kullanılabilecek en kapsayıcı
 ifade olarak belirlenmiştir. Bu bileşenler, bireylerin tasarım düşüncesini kullanarak yaratıcı sorun çözmeye
 dönük zihin yapısını ifade etmektedir. Bu çalışma kapsamında, tasarım düşüncesi kavramını oluşturan temel
 bileşenlerin, alanyazın incelemelerinden elde edilen nitel verilerin sınıflandırılması yoluyla belirlenmesi
 hedeflenmiştir. Sonuç olarak, tasarım düşüncesi alanyazınında ulaşılabilen ve nitelikli kaynakların doküman
 analizi ile değerlendirilmesine göre, bu kaynaklardan çıkarılan tasarım düşüncesi bileşenleri bir araya
 getirilmiş ve iç mimarlık eğitimi içeriğine yönelik uluslararası düzeyde geçerliliği olan iç mimarlık mesleki
 yeterlilikleri ile tasarım düşüncesi bileşenleri arasındaki ortak değerler ortaya konularak tartışılmıştır.

An Empirical Approach to Analyzing the Effects of Stress on Individual Creativity in Business Problem-Solving: Emphasis on the Electrocardiogram, Electroencephalogram Methodology.

In this study, experiments were conducted on 30 subjects by means of electrocardiogram (ECG) and electroencephalogram (EEG) methodologies as well as a money game to examine the effects of stress on creativity in business problem-solving. The study explained the relationship between creativity and human physiological response using the biopsychosocial model of challenge and threat. The subjects were asked to perform a cognitive mapping task. Based on the brain wave theory, we identified the types of brain waves and locations of brain activities that occurred during the creative problem-solving process in a business environment and studied the effects of stress on creativity. The results of the experiments showed significant differences in creativity in business problem-solving depending on whether or not stress was triggered. Differences were found in the time domain (SDNN, RMSSD) and frequency domain (HF, LF/HF ratio) of heart rates, a physiological stress indicator, between the stress group and the no-stress group. A brain wave analysis confirmed that alpha waves increased in the frontal lobe of the brain during creative business problem-solving but decreased when the subjects were under stress, during which beta waves in the brain increased. This study seeks to examine creativity in business problem-solving by studying the effects of stress on human physiological response and cognitive functions in the hope of providing a new and objective interpretation of existing research results.

Effective Strategies for Creative Idea Evaluation and Feedback: The customer’s always right

ABSTRACT Idea evaluation has been identified as a critical step in the creative problem-solving process. Yet, it is unclear how exactly individuals evaluate and compensate for weaknesses in their creative ideas. In the present study, both qualitative and quantitative methods were used to identify the compensatory strategies that undergraduate participants applied during the creative idea evaluation process. Additionally, the impact of the application of these strategies and the impact of leader feedback was examined on the production of high quality, original, and elegant solutions to a creative problem. Eleven compensatory strategies were identified and subsequently categorized as effective or ineffective based on their impact on the creative solutions developed. It was found that effective strategies were those that focused on improving product value with respect to the customer, and ineffective strategies were those that focused on profit and marketing strategy. It was also found that negative leader feedback reduced the application of ineffective compensatory strategies, and leader feedback that applied both innovative and operative standards led to the production of more original creative problem solutions. The implications of these findings for improving performance on creative tasks are discussed.

Methodology for Introducing Creativity in Requirements Engineering

The increase of global competitiveness, the ability of organizations to effectively use information technologies, and to focus on innovation and creativity are recognized as being important. In this context, the hypothesis of resorting to known creativity techniques or adaptations to help innovation in the field of Software Engineering appears to be challenging. This paper proposes a methodology for introducing creativity and innovation techniques in the Requirements Engineering process in order to build more agile and efficient Information Systems. The method uses a variety of creative techniques that are thought to be appropriate to the different stages of the process and is inspired by existing creative problem-solving methods and techniques, in particular in the Creative Problem-Solving Process, Productive Thinking Model and the Creative Potentiation Method. The study of the method allowed its application, through the use of various creativity techniques, in a real context in a social institution - the Social Center for Support to the Community of São Domingos. The application of the methodology allowed the identification of new opportunities that allowed the organization to devise service delivery strategies that were more suited to the needs of people.

Design Is an Essential Medicine.

<h3>Key Messages</h3> Design as a practice is well placed to address the need to innovate faster, improve collaboration, and scale solutions while considering the way people live their daily lives across the world. Design for Health views design as a craft and a discipline that applies a specific mindset and skillset to a creative problem-solving process. The unique value of design in global health can be understood through 3 advantages: framing—identifying the right problems to solve; intention—creating space to solve problems the right way; and collaboration—continually engaging communities and organizations as actual partners. A comparison of design to other common problem-solving approaches in global health illustrates key differences but also offers opportunities to integrate design with approaches such as participatory research, quality improvement, and sociobehavioral research. To tackle complex challenges like the ones global health faces, there is a need for public health products, programs, and interventions to better meet the needs of communities. In the toolbox of approaches to global health innovation, design is essential.

The effect of a scientific board game on improving creative problem solving skills

Game-based learning has been shown to motivate and engage students in the domain of learning, knowledge and thinking skills, such as problem-solving and decision-making. This article reports the design and use of an educational board game for learning chemistry that attempts to improve students’ scientific concepts as well as creative problem solving (CPS) skills. The investigation of a board game as a teaching material was conducted in a field test with 48 high school students. After experiencing gameplay, most students’ CPS skills increased, especially in the construct of solution-finding. Their scientific concepts of chemical techniques and products also improved significantly according to the comparisons of pre- and post-test results, indicating that the game context can help students develop a holistic view of the function of chemistry knowledge. Student interviews revealed the nuances of the improvements in the conceptual dimensions as well as the interactivity to construct creative ideas from different points of view. The recommendation to integrate science-related social issues into the game mechanism to enable students to explicitly experience all stages of the CPS process in each game round is the main outcome of this research.

Creativity in Virtual Teams: A Review and Agenda for Future Research

Abstract As communication technology capabilities have improved and the globalization of the workforce has resulted in distributed teams, organizations have been shifting towards virtual teams and virtual meetings over the last decade. This trend has been accelerated with current work-from-home orders due to COVID-19. Even though virtual collaboration has, in the past, been the focus of multiple studies, there are some surprising gaps in our knowledge. For instance, there are few empirical studies examining the impact of virtual devices and tools on creative problem-solving. While there is a substantial body of research on electronic brainstorming and the use of virtual tools for idea generation, less is known about earlier processes such as problem construction or later processes such as idea evaluation and idea selection. Furthermore, as a dynamic process, creativity and innovation is heavily influenced by the people engaged in the process and their collaborative environment, yet there is a gap in the literature regarding the type of virtual tools used in the process (i.e., audio + video vs. audio alone, or the use of file-sharing technologies). In this paper, we will review the current literature on virtual teams, virtual meetings, and creativity. We will then explore theoretical frameworks such as media richness theory that can help us understand how virtuality and virtual tools may influence team creativity across the dynamic range of the creative problem-solving process. Finally, given the limited research in the domain of virtual team creativity we provide questions to help guide future research. Research questions will help identify those areas where virtual teams may be beneficial for creativity and areas where virtual teams may be likely to perform less effectively on creative tasks.

Self-regulated learning as a cyclical process and predictor of creative problem-solving

This study used structured interviews to examine cyclical relations among self-regulated learning (SRL) processes before (forethought), during (performance), and after (self-reflection) engagement with a creative problem-solving (CPS) task. Theoretically, forethought influences performance, which subsequently influence self-reflection. We examined three forethought processes (self-efficacy, interest, & strategic planning), one performance process (strategy use), and one self-reflection process (self-evaluation). Strategic planning predicted strategy use during the task; however, strategy use did not predict self-evaluation. Contrary to assumptions that strategy use during the CPS task would be the best predictor of self-evaluation, self-efficacy before engagement best predicted self-evaluation. We also investigated the predictive relationships between SRL and four CPS outcomes including the number of ideas (fluency), number of ideas types (flexibility), idea uniqueness (originality), and idea usefulness (usefulness). Self-efficacy and strategy use predicted fluency and flexibility whereas interest predicted the originality of ideas. No variables predicted idea usefulness.

Team effectiveness in creative problem solving: Examining the role of students’ motivational beliefs and task analyses in team performance

This study investigated the collective creative problem solving (CPS) processes and beliefs within a self-regulated learning (SRL) framework within a younger population, in order to further the research and provide practical advice to practitioners. Third through twelfth grade students (N = 120) competed in a creative problem-solving competition in which appraisers evaluated their creative problem-solving (e.g. teamwork, creativity, effective solution). Using a Micro-Macro Mutli-Level Modeling (MMMLM) analysis approach, this study sought to account for the multi-level nature of the data in the team-based environment in which the predictor variables were at the individual level and the outcome was at the team-level. Many of the individual forethought variables correlated (i.e. participant age, mastery experiences, creative collective efficacy, task value, and outcome expectations) with the team outcomes, and the model, including all forethought variables, explains approximately 64 % of the variance in the team score. The results also show that task value was the only forethought variable to significantly predict the team score outcome variable after accounting for the nested structure of the data.

Co-creation: the new kid on the block in public governance

This article has three objectives. The first is to show that while co-production was originally tied to service production, co-creation has broader applications in the field of public governance and involves a broader range of actors and activities. The second objective is to demonstrate how the co-creation concept both builds on and extends the concept of collaborative governance, thus adding new dimensions to an already well-established literature. The final objective is to show how a strategic turn to co-creation introduces a new type of ‘generative governance’ aimed at solving complex problems by constructing platforms enabling the formation of arenas for co-creation that bring together a plethora of public and private actors, including citizens, in creative problem-solving processes. The three objectives are achieved through prospective theoretical analysis aimed at providing a conceptual foundation for analysing cutting-edge societal developments that are not yet commonplace.

Inclusion by Design: A 75-Minute Crash Course on Accessible Design

The community of researchers supporting instruction on design thinking has a significant body of materials to help students understand and master the process of creative problem solving in design. Missing, we argue are materials and processes which directly support the design of inclusive technologies for persons with disabilities. We present ‘Inclusion by Design’, an interactive and participative crash course designed to introduce students to techniques that may be useful in an inclusive design process. In a single 75-minute session, students explore the inclusive design of a transportation technology for a visually impaired persona. We report on our findings from a single pilot of the crash course involving six diverse students within a graduate course on Inclusive Design. Our findings suggest that the course may be effective in introducing techniques like storyboarding, scenario creation, and low fidelity prototyping to students using an approach that may be effective for various learning styles.

ISO 기반 캡스톤 디자인 수업 운영에 대한 탐색

The purpose of this study was to analyze on the operation of ISO-based capstone design classes. For the study, the related literatures were reviewed focusing on the operation of ISO-based capstone design classes in engineering. In addition, interviews with 5 project of capstone design classes in Kanazawa Institute of Technology, Rose-Hulman Institute of Technology, Michigan Technological University, The State University of New Jersey, and Domestic university were analyzed. The keys of analysis were the operation of ISO-based. The findings of this study were as follows; Kanazawa Institute of Technology and Rose-Hulman Institute of Technology, which all comply with ISO-based training program procedures, appeared in Kanazawa University and Rose-Hulman Institute of Technology, which are applying collaboration, convergence thinking, and creative problem-solving processes to derive creative products. Appeared. Summarizing these results, Kanazawa Institute of Technology and Rose-Hulman Institute of Technology provide successful examples of capstone design education, rather than just providing extraordinary empirical learning, to meet these international standards and to create creative products. It was suggested that it also included the necessary mediation process. Furthermore, as a result of analyzing the structural basis and relevance of ISO-based and capstone design classes as a basis for analysis, the overall process of capstone design classes is ① Defining training needs, ② Designing Planning training, ③ Providing for the training, ④ Evaluation the outcome of training, ⑤ Monitoring and improving the training process, and ⑥ Evaluation the Creative outcome of training.

The relationship of the quality of creative problem solving stages to overall creativity in engineering students

Despite the growing call for enhancing creativity in STEM fields, creativity is still largely absent in contemporary engineering education. Developing creativity-supportive environments in engineering education requires an understanding of the creative process itself, particularly as it applies to engineering. Engineering students from a public university in the Northeastern region of the United States were asked to solve an engineering-related problem across four stages of the creative problem solving process. The Consensual Assessment Technique was then used to assess the quality of each stage as well as the overall creativity of the entire response. Two path analysis models were conducted to investigate the association between the creative problem solving stages and overall creativity. The first path analysis model computed the mean quality of the ideas generated, whereas the second path analysis considered the total quality of the ideas generated. The different interpretations of idea generation greatly impacted which stages were most related to each other and overall creativity.

Creative Problem Solving Process of Infants in Attempts to Solve a Problem in the Touchscreen Task

Creative Problem Solving Process of Infants in Attempts to Solve a Problem in the Touchscreen Task

Students’ Consciousness of their Problem Solving Approaches as a Key to Creativity in Design

Architectural engineering students are constantly dealing with ill-defined and tangled design problems. Many scholars accentuated the importance of creative thinking in tackling such wicked and complex problems. Accordingly, getting engaged in an ill-defined problem solving process requires specific personality traits that are often critical to creativity and innovation in design. In that sense, architectural engineering curricula need to provide various strategies through which such individual skills can be nurtured and developed. The objective of this study is to empirically identify the different patterns of students’ approaches in solving problems and the role of group discussions in such a process. The study adopted a qualitative approach, in a live class setup, through a series of workshops to allow for in-depth exploration of the students’ problem solving skills and abilities. The intention is to help students in discovering and in being aware of their own way of solving problems and identifying its strengths and weaknesses. This is considered a core and significant step towards the improvement and development of their design thinking skills. The findings of the study have emphasized the positive impact of the cyclical behavior in the creative problem solving process and highlighted the different key issues and lessons emerging from students’ consciousness of the mental processes that occurred during this iterative process. Such awareness and consciousness of those emergent issues is expected to encourage conscious design, increase tolerance for ambiguity and improve self-confidence which are believed to dramatically help students in creatively solving ill-defined architectural design problems.

Development of creative problem solving-based framework for site planning in hill areas

The growing urbanization of hill towns results in an increasing demand for infrastructural facilities. Infrastructural facilities are generally planned without considering the effects of the surroundings as well as their effects on the sensitive ecosystem of hill areas. Site planning decisions are taken on the basis of judgment and experience of planners in the absence of a rational and quantitative framework for ensuring the sustainable development of hill areas. This scenario generates the need for an efficient site planning framework. Site planning is a creative problem solving (CPS) process. Hence, in the current study, the CPS-based framework is developed as follows. First, existing CPS-based frameworks for planning and designing are reviewed. Second, the framework is developed for site planning in hill areas. Third, the developed framework is validated through planning infrastructural facilities of an institutional campus on a site located in hill areas. The major strength of the developed framework includes three cycles, namely, understand, process, and implement. Site planning decisions are taken through the generation of alternate scenarios and their subsequent evaluation on the basis of impact on the sensitive ecosystem of hill areas.

Examining Validity of the Gestal View for Creative Problem Solving Process

Examining Validity of the Gestal View for Creative Problem Solving Process

Problem-Solving Design-Platform Model Based on the Methodological Distinctiveness of Service Design

This study explores the differentiated properties of service design in the context of the final value pursued by this methodology, avoiding the interpretation of pending issues to which service design is applied. First, the following were identified as the core properties of service design, differentiated from other design methodologies: “Design Thinking”, a creative problem-solving process; “User Experience Value”, the pursued goal; “Participatory Design”, a practical research methodology; and “Interaction between Users and Providers”, the core research scope of pending issues. Second, the study proposed a six-step service design process model based on the interrelationships between these properties. The “problem recognition” step identified a decline in the quality of user experiences and forms a self-awareness of dissatisfaction. Next, the “problem understanding” step conducts multidisciplinary cooperative research on dissatisfaction. Subsequently, the “problem deduction” step determines users’ unsatisfied desires through visualization of the core pending issues, and the “problem definition” step performs creative conception activities with problem-solving approaches for the unsatisfied desires. Further, the “problem-solving” step develops service design models, and finally, the “problem-solving strategy check” step confirms the utility of the models in a real-world application.

Professional Collaboration in Teacher Support Teams—A Study of Teacher and Nurse Educators’ Creative Problem-Solving in a Shared Space for Professional Development

ABSTRACT This paper reports on a study of Teacher Support Teams (TSTs) established to generate peer support and collaboration among teacher and nurse educators at a Norwegian university. In TST groups, educators share experiences from their own teaching practices and support one another in solving work-related problems. By the use of interaction analysis, three types of support were identified: (1) sharing solutions to teaching-related problems, (2) providing personal and emotional support and (3) creative problem-solving. The findings show that the participants’ dissimilar professional backgrounds and their positioning as “peers” rather than “experts” functioned as important drivers for creative problem-solving processes.

Facilitating creative problem solving process as a teaching tool in fashion marketing classrooms

A teaching manual was developed to incorporate the creative problem solving process into a fashion marking course. Students’ creativity, problem solving, critical thinking, and analytical thinking are promoted by applying the creative problem solving process systematically to solve authentic business problems experienced by local apparel business owners. This teaching manual is based on the FourSight Model that consists of Clarify, Ideate, Develop, and Implement. Various tools promoting divergent thinking are also utilized in the process. A local fashion business is invited as a problem owner and four resource groups are formed with students based on the results of the Kirton Adaption Innovation Inventory. Each resource group consists of 6-8 students. The creative problem solving process is implemented into a classroom setting as four 75-minutes sessions that are held twice a week for two consecutive weeks. The local fashion business owner will be in presence during the first (Clarify) and last (Implement) sessions. The instructor facilitator meets with the problem owner outside the classroom three times including pre-session client interview, after the second (Ideate) session, and before the third (Develop) session. This modified CPS manual for fashion marketing and merchandising courses provides practical guidelines to work with local fashion businesses while providing students with learning opportunities of the creative problem solving process.