Creative Domains Research Articles

From human-centered to social-centered artificial intelligence: Assessing ChatGPT's impact through disruptive events

Large language models (LLMs) and dialogue agents represent a significant shift in artificial intelligence (AI) research, particularly with the recent release of the GPT family of models. ChatGPT's generative capabilities and versatility across technical and creative domains led to its widespread adoption, marking a departure from more limited deployments of previous AI systems. While society grapples with the emerging cultural impacts of this new societal-scale technology, critiques of ChatGPT's impact within machine learning research communities have coalesced around its performance or other conventional safety evaluations relating to bias, toxicity, and “hallucination.” We argue that these critiques draw heavily on a particular conceptualization of the “human-centered” framework, which tends to cast atomized individuals as the key recipients of technology's benefits and detriments. In this article, we direct attention to another dimension of LLMs and dialogue agents’ impact: their effects on social groups, institutions, and accompanying norms and practices. By analyzing ChatGPT's social impact through a social-centered framework, we challenge individualistic approaches in AI development and contribute to ongoing debates around the ethical and responsible deployment of AI systems. We hope this effort will call attention to more comprehensive and longitudinal evaluation tools (e.g., including more ethnographic analyses and participatory approaches) and compel technologists to complement human-centered thinking with social-centered approaches.

Creativity outcomes of physical activity interventions for children and adolescents: A systematic review

The objective of this systematic review was to evaluate the evidence on Physical Activity (PA) interventions to foster thinking domain of creativity in children and adolescents, and to investigate the acute and chronic PA interventions variables that moderate creativity outcomes. This review was conducted using the PRISMA framework. A total of 14 studies were identified using WOS and SCOPUS (12 chronic PA and two acute PA intervention), which matched the following criteria: (i) peer-reviewed, longitudinal experimental studies; (ii) studies that included a sample of children or adolescents aged 3–18 years of age; incorporated a PA intervention as the independent variable; (iii) studies with at least one measure of creativity. The total number of participants in the included studies combined was 1539. The results of this review indicate that chronic PA can enhance creativity in school children and adolescents, but the effects varied considerably depending on the qualitative characteristics of the PA and the characteristics of participants. The results of this review suggest that the type of PA, the volume and the intensity of PA may be crucial factors for improving creativity. Regarding the type of PA, games, motor skills, sports and drama activities seem to be the most appropriate, while balancing and walking do not report positive effects. An important finding to emerge from the synthesis was that volume is a key factor, while how they achieve that volume does not have critical implications, as various frequencies of PA were associated with improved creativity. Furthermore, this review identified various moderator variables such as the age of the participants, their creativity level at baseline and whether they were active or inactive.

Creative Practices in Developing Competencies of Future Pedagogues

The aim of contemporary education is to shape a competent individual capable of solving life problems based on existing knowledge, skills, and abilities, ready to navigate the information space, receive, use, and create information. Achieving this goal requires dedication from education professionals, primarily pedagogues, psychologists, and teachers who must possess integral quality in their profession, which is competency. The main objective of the research is to examine the opinions of pedagogy students about the potentials of a set of workshops collectively named Creative Pedagogical Practices (CPP) for the development of competencies of school pedagogues. The workshops were implemented in secondary schools as part of courses in the field of school pedagogy. The study employed a descriptive research method, using written structured interviews as the research instrument. Research data indicate that students’ expectations regarding the creation and implementation of CPP workshops are met, as they have recognized the potential for developing professional competencies in the domain of didactic-methodological knowledge, social skills, creativity and general competencies for working in school. Regarding the development of personal competencies, respondents mentioned that the implementation of workshops contributed to the development of their responsibility, self-confidence, and creativity, which they consider important qualities for future work in schools. The obtained research results can be relevant when creating study programs for educating educators, especially in light of a greater emphasis on practical activities during studies.

The ARTificial Revolution: Challenges for Redefining Art Education

After years of development in the background, Artificial Intelligence (AI) has burst onto the global stage thanks to open tools for generating textual, visual, auditory, and audiovisual content. In this emerging context, AI is not only emerging as a technological phenomenon but also as a catalyst for innovation in the artistic and educational fields. Although we are only at the dawn, AI is rapidly evolving and leading us towards a revolution, opening a new field of possibilities in creative domains that will transform current aesthetic, procedural, and authorial conceptions. Its potential as a creative tool is currently limited to being a support that facilitates obtaining results of great formal quality and style quickly, but without human intervention based on clear objectives, it becomes an empty generator. Artistic Education must embrace this technology not as an intruder or rival, but as a tool to be known and integrated as another means of creation, developing skills that allow students not only to use these tools effectively but also to reflect on their implications in society and culture. Promoting a conscious, responsible, safe, and ethical use that ensures a critical stance towards generative AI. Understand that it is not a creative tool. It is for creators.

Twórczość ogólna czy specyficzna? Studium indywidualnego przypadku

The topic of the article is the dilemma of specificity versus generality of creative abilities and creativity in general, which is important in contemporary research on creativity. In the first part, the authors describe in a synthetic way the main theses of the supporters of the theory of specificity, and then – briefly – present a polemic with the theses of the supporters of the theory of generality of creative abilities. The main part of the text is a description of an individual case study (instrumental and descriptive), the work of a multi-disciplinary scientist and poet – Urszula Zajączkowska. The case study is structured around the answer to the question of what is the factor that allows her to create in various domains of creativity? In the final part, the authors present several conclusions from this and other studies and formulate postulates for further empirical exploration related to the hybrid research paradigm, referred to as the “third way” in research on the dilemma described here.

Creative potential profiles of primary school students

The growing societal need to promote creative thinking in education and the challenges of measuring creativity for contemporary educational approaches have contributed to the development of this study. Based on the confluence theory of creative potential, we conducted a comprehensive assessment of creative potential in 707 children aged 5 to 12 years using the Evaluation of Potential Creativity Test (EPoC). Specifically, divergent-explorative and convergent-integrative processes were measured in two domains of creativity: graphic and verbal. The results show that the EPoC is a consistent and structurally valid test. The latent profile analysis revealed five profiles. Younger children showed less complex profiles than older children. We found no statistically significant differences between the profiles in relation to gender. Based on these results of the EPoC test, we can measure and promote the creative potential of school-age children in a valid and personalised way. Education relevance statement and implications statementThis study shows that the EPoC test is a valid measure for assessing and profiling the creative potential of school-age children. Based on the test results, educators and parents can gain a new perspective on the main characteristics of individual children's creative thinking. In addition, they can foster children's creativity by taking a more personalised approach that matches the identified profiles. By providing children with individualized learning experiences, they make creativity an important outcome of the learning process.

Enhanced Accessibility for Visually Impaired & Blind Artists (EAVIBA) using Machine Learning

This research paper introduces EAVIBA, an innovative voice-driven interface aimed at empowering individuals with visual impairments and blindness in the domain of art and creativity. Rooted in principles of accessible design, EAVIBA integrates advanced features including voice commands, text-to-speech functionality, and a customizable graphical user interface, exemplifying a commitment to inclusive technology. The paper delves into the intricacies of EAVIBA's development, elucidating its architectural framework, seamless integration of assistive technologies, and adherence to recognized accessibility standards such as the Web Content Accessibility Guidelines (WCAG). Employing a comprehensive approach, the research paper outlines the iterative process of user testing, providing both qualitative and quantitative insights into critical aspects such as interface clarity, voice command recognition accuracy, and the efficacy of customization options. The results of these evaluations affirm EAVIBA's remarkable success in delivering an inclusive, accessible, and empowering environment for individuals with visual impairments to engage in artistic expression, thereby contributing significantly to the broader landscape of assistive technologies and accessible interfaces. Keywords: Visually impaired, blind artists, voice-driven interface, assistive technologies, voice recognition, machine learning.

“I know my idea is original!” Creative metacognitive monitoring and regulation in kindergarten children

The present study examined the relationship between kindergarteners’ creative performance, global metacognitive monitoring (i.e., the ability to self-evaluate their overall creative performance) and metacognitive regulation (i.e., the ability to select their most original idea). Prior research established a positive correlation between metacognitive accuracy in global self-evaluation and creativity in adults, but little is known about how these relate to idea selection in younger populations. The study involved fifty 4- to 6-year-olds who completed two creativity tasks (an Unusual Uses Task and a Product Improvement Task) and selected their most original idea for each. The results showed a moderate correlation between the children's ability to select their most original ideas for the two tasks, which suggests that metacognitive skills are transferable within the domain of creativity already at this age. Additionally, there was a moderate-to-strong trend in children capable of accurately identifying original ideas and the ability to perform more creatively, which is in line with previous findings in adults. Furthermore, children who displayed higher metacognitive accuracy in global self-evaluation were also better at metacognitive regulation, i.e., they were better capable of selecting their most original idea. However, even the children who performed best in idea selection tended to overestimate their overall creative performance. The study provides insights into the early development of creative metacognitive monitoring and regulation, and suggests potential implications for fostering creativity in education.

Are Children with Autistic Traits More or Less Creative? Links between Autistic Traits and Creative Attributes in Children

ABSTRACTAutistic traits are found throughout the general population, but their link to creative attributes has received little attention in childhood populations. In adults, autistic traits are linked to both creative benefits and disadvantages, moderated by the autistic trait and the creative domain under investigation. The current study investigates the link between autistic traits and creative attributes (creative personality traits, creative talent, creative artistic choices) in children aged 10–14 years. Autistic traits were measured using the Adolescent‐AQ, both globally (AQ‐Total) and for individual subscales (AQ‐Attention to detail, AQ‐Imagination, and “AQ‐Core”, i.e., combining AQ‐Social skills, AQ‐Attention switching, AQ‐Communication). Using child and parent reports, data from 149 children revealed an association between autistic traits and creative personality traits (both positive and negative) while also showing a (weaker) relationship with creative artistic choices. Global and core autistic symptoms negatively predicted creative personality traits. At the same time, AQ‐Imagination predicted lower creative attributes across nearly all creative domains. Finally, and in contrast, AQ‐Attention to detail positively predicted a number of creative attributes (i.e., creative personality traits, creative talent). Our results show how autistic traits map to a range of creative attributes, across children in the general population.

Towards a pedagogical conception of imagination in STEAM education

ABSTRACT STEAM is a coupling of the well-known STEM-disciplines of science, technology, engineering and mathematics with the arts. This conception of education builds on the foundations of STEM-curricula but complements it with a focus on innovation, creativity, novelty etc. Those in favor of STEAM education emphasize the importance of this shifted focus in better preparing the future generations for the complex challenges to come. However, a portion of the discourse on STEAM tends to reduce this approach to education to a means towards market-oriented ends. In opposition to such a discourse and primarily informed by Koestler’s work on imagination and discovery in science, art and other domains of human creativity, we develop and defend a pedagogical conception of imagination. By connecting this conception of pedagogical imagination to insights from Tyson Lewis and Peter Hyland, we propose a protocol-based educational practice which can be incorporated in STEAM education.

“Documentation is now so ingrained in me”: how students interpret and value documentation in creative learning domains

Within creative domains in studio- and project-based education, documentation is often central to demonstrating outcomes, process, and progress. Despite much prior work into the instructional practices, technologies, and tools that support cultivating documentation practices, no prior work explores the student valuing and perception of documentation. To address this, we deploy a design probe to elicit and externalize conceptions of documentation with the same cohort of students in two semesters. Eleven participants engaged in higher education undergraduate programs completed the study. We focus our analysis on one activity — listing and ranking documentation’s perceived values. Through our analysis, we developed and validated a robust codebook for students’ values. We demonstrate the values of documentation to be coherent across background, time, and experience of the student participants. We also share insights on nine main roles documentation plays for students and discuss how documentation plays not only an important role in communicating creative work to diverse stakeholders but in building self-confidence, motivation, and affect for project-based and hands-on exploration.

Performance exploration of Generative Pre-trained Transformer-2 for lyrics generation

In recent years, the field of Natural Language Processing (NLP) has undergone a revolution, with text generation playing a key role in this transformation. This shift is not limited to technological areas but has also seamlessly penetrated creative domains, with a prime example being the generation of song lyrics. To be truly effective, generative models, like Generative Pre-trained Transformer (GPT)-2, require fine-tuning as a crucial step. This paper, utilizing the robustness of the widely-referenced Kaggle dataset titled "Song Lyrics", carefully explores the impacts of modulating three key parameters: learning rate, batch size, and sequence length. The dataset presents a compelling narrative that highlights the learning rate as the most influential determinant, directly impacting the quality and coherence of the lyrics generated. While increasing the batch size and extending sequence lengths promise enhanced model performance, it is evident that there is a saturation point beyond which further benefits are limited. Through this exploration, the paper aims to demystify the complex world of model calibration and emphasize the importance of strategic parameter selection in pursuit of lyrical excellence.

Scientific and Linguistic Creative Domains in Secondary Education. A Case Study in Spain

Scientific and Linguistic Creative Domains in Secondary Education. A Case Study in Spain

ROLE OF INDIAN BANKING SECTOR TO BOOST MUSIC AND PERFORMANCE ARTS INDUSTRY IN INDIA

This research paper investigates the pivotal role of the Indian banking sector in catalyzing the growth and development of the music and performance arts industry in India. Through a quantitative methodology, this study examines the perceptions of managers within these creative domains regarding the banking sector's contributions and the challenges encountered in securing adequate financial support. Findings reveal a significant recognition of the banking sector's role in enhancing financial viability, international recognition, and innovation within the creative industries. Simultaneously, it identifies challenges related to the complexity of financial procedures, limited accessibility to diverse resources, and uncertainties in funding continuity. These findings underscore the imperative for tailored financial solutions and increased collaboration between banking entities and the creative sectors for a more robust and sustainable ecosystem.

Navigating Digital Frontiers in Music Education: The MUSENSE Project's Contribution to E-Learning

The integration of digital technologies into music education, particularly through the MUSENSE project, marks a pivotal evolution in teaching and learning practices within this creative domain. This research paper explores the project's innovative approach to leveraging state-of-the-art technologies that include AI (Artificial Intelligence), IOT (Internet of Things), robotic and eXtended (XR)/virtual (VR)/augmented (AR) reality and other emerging technologies to enhance music education and performance. With the advent of the COVID-19 pandemic, traditional music education faced significant challenges, catalyzing the need for alternative, technologically driven pedagogical strategies. MUSENSE addresses this gap by facilitating the digital transformation of music education, aiming to enrich learning experiences and broaden access to music performance education. This is implemented through a mixed-methods research approach that utilises an open repository designed to collect, decompose, present the functions of the basic functional components and elements of appropriate case studies. In addition, through the collection of stakeholder interviews and expert contact information, the project reports on the current state of emerging technology adoption in music education, assesses the educational implications of these technologies, and explores their potential to foster innovative teaching and learning practices. Initial findings suggest a positive impact on music education through immersive learning experiences provided by state-of-the-art technologies, alongside an increasing receptivity among educators and students towards integrating digital tools. However, challenges such as the digital divide and the need for curriculum adaptation emerge as critical considerations. This paper contributes to the discourse on digital innovation in music education by highlighting the opportunities and obstacles presented by integrating digital technologies, offering insights for educators, policymakers, and technology developers in navigating the future of music education in the digital age.

On the relationship between creative potential and creative achievement: Challenges and future directions

A central tenet in creativity research is that individual differences in creative achievement arise from the interplay of individual differences in creative potential. So far, however, measures of creative potential (e.g., divergent thinking ability) have explained only very limited variance in creative achievement. This article identifies eight conceptual and methodological challenges that require attention in the study of creative potential-achievement relationship, including considerations regarding the proper assessment of creative achievement, the scope and specificity of creative potential, forms of interaction and developmental dynamics, the role of mediating creative behaviors, environmental influences, and sample characteristics. These deliberations inform a model of individual differences in creativity, which outlines the structure and interplay of relevant components at the levels of creative potential, creative behavior, and creative achievement under the influence of the environment. Drawing a more detailed picture of the complexities associated with the creative potential-achievement relationship may help to improve and eventually also recognize limits to the prediction of creative achievement. Educational relevance and implication statementThis article highlights the many facets of creativity at the level of creative potential, creative behavior, and creative achievement, and proposes mechanisms of how creative potential manifests into creative achievement. Implication for educational practice include the understanding that different aspects of creative potential are relevant at different stages in creative development and for different creative domains, which has implications for the fostering of creative potential.

Assessing the Linguistic Creativity Domain of Last-Year Compulsory Secondary School Students

The importance of creativity in the training of people gained special relevance with the PISA Tests of the OECD, which, for the first time, evaluated the general creativity of 15-year-old students in 2022. This descriptive and quantitative study focuses on the evaluation of linguistic creativity, using different classical instruments to measure divergent thinking and adding new ones, such as metaphorical capacity. Participants were 454 students in their last year of secondary education from eight Spanish educational centers. Results indicate moderate performance in divergent thinking tasks, with students exhibiting limitations in generating novel metaphors, often resorting to literal responses. Statistically significant differences according to gender were found in metaphor generation and in the alternate uses task. A correlation study reveals significant associations between metaphor generation and divergent thinking tasks. These highlight the differential role of semantic memory and cognitive processes involved in metaphor generation and divergent thinking. Finally, this study underlines the complexities and multicomponent nature of creativity as a first step to develop educational policies and interventions targeting creativity. Overall, the importance of addressing creativity in a transdisciplinary way and training teachers on techniques to channel creativity are highlighted, such as through the design of challenges or writing workshops.

The Grounding Problem: An Approach to the Integration of Cognitive and Generative Models

The integration of cognitive and neural AI paradigms is a promising direction for overcoming the limitations of current deep learning models, but how to effect this integration is an open question. We propose that the key to this challenge lies in addressing the question of grounding. We adopt a cognitive perspective on grounding, and identify five types of grounding that are relevant for AI systems. We discuss ways that grounding in both cognitive and neural AI systems can facilitate the integration of these two paradigms, illustrating with examples in the domains of computational creativity and education. Because grounding is not only a technical problem but also a social and ethical one, requiring the collaboration and participation of multiple stakeholders, prosecuting such a research program is both timely and challenging.

The Copyright Protection Issue of Artificial Intelligence-Generated Creations: A Dialectical Analysis of Law and Practice

This article discusses the issue of the nature of works generated by artificial intelligence similar to ChatGPT and the protection of copyright laws. The author first analyzes the content of artificial intelligence generated products or the provisions on the nature of works in major national laws. This article further analyzes the legal practices of various countries in the qualitative analysis of artificial intelligence generated works based on cases of artificial intelligence copyright in different countries. We explored two theoretical perspectives regarding the copyrightability of two types of artificial intelligence-generated works. The first perspective emphasizes the absence of unique individuality in artificial intelligence creations and highlights the discord between the objectives of copyright law and the essence of artificial intelligence-generated works. In contrast, we delved into supportive viewpoints that underscore the potential legal basis for copyright in machine-generated works, the originality introduced by artificial intelligence, and the involvement of humans in the creative process. As the artificial intelligence industry matures, it underscores the necessity for effective legislative actions to fortify the existing legal framework, adapting it to the ever-evolving domain of AI-driven creativity. This approach is pivotal for fostering innovation while concurrently safeguarding the legitimate rights and interests of artificial intelligence creators and users.

Poems, Pulses and Polygons: How Classical Arabic Poetry Resonates with Music and Geometry

This paper investigates the geometric patterns inherent in Arabic poetry rhythms, uncovering attributes that likely contribute to their historical popularity. Through comprehensive analysis, we identified a combination of computational geometric features that seem to correlate with defining a rhythm's attraction in Arabic poetry. These features can be used to generate similar but new appealing poetry rhythms. While there are multiple studies on the geometry of musical rhythms, our research offers a novel perspective by applying these geometric concepts to poetry rhythms, aiming to contribute to the understanding of rhythmic patterns across diverse creative domains. To the best of our knowledge, our work is the first attempt to transfer the geometric analysis of rhythms to Arabic poetry rhythms. Moreover, our findings hint at potential connections between the rhythms of Arabic poetry and English song lyrics.