Discovery-oriented behavior and the originality of creative products: A study with artists.

Csíkszentmihályi, Mihály; Getzels, J. W.

doi:10.1037/h0031106

Cited by 166 publications

(53 citation statements)

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“…Creativity can be part of problem-solving [4][5][6][7]; it is especially so when solutions to problems are not easily reached or readily available and when the ideas required for solutions are novel and are particularly appropriate to solving the problems [8,9]. Some researchers believe the process of creativity actually constitutes the whole of the problem-solving process, from problem finding to executing a plan [10]. Guilford [11] associated creativity with problem-solving and identified four stages of the creative process: (1) recognition of an existing problem; (2) production of a number of relevant ideas; (3) recognition of various possibilities produced; and (4) the drawing of appropriate conclusions that lead to the solution.…”

Section: Introductionmentioning

confidence: 99%

Threshold Effects of Creative Problem‐Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

Lin

2017

Education Research International

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This study aimed to help determine what the typology of math creative problem-solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem-solving abilities of 409 fifth-and sixth-grade Taiwanese students was identified and compared in this study. A Creative Problem-Solving Attribute Instrument was devised for this study, with the aim of measuring students' perceptions on their motivation, knowledge, and skills, both in general and in specific domains. Divergent and convergent thinking were also measured. Cluster analyses yielded three creative problem-solving typologies: High, Medium, and Low. The High Attribute group scored significantly higher in the Math Creative Problem-Solving Ability Test than did the Medium Attribute and Low Attribute groups. The results suggest a threshold effect from several attributes-divergent thinking, convergent thinking, motivation, general knowledge and skills, domain-specific knowledge and skills, and environment-on students' creative problem-solving abilities. Balanced development of attributes may be an important consideration in nurturing creativity in children.

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Section: Introductionmentioning

confidence: 99%

Threshold Effects of Creative Problem‐Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

Lin

2017

Education Research International

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“…While both SDT literature (Csikszentmihalyi & Getzels, 1971;Csikszentmihalyi & Bennett, 1971;Deci et al, 1999) and reinforcement sensitivity literature (Carver & White, 1994;Gray & McNaughton, 2000) have established an inherent relationship between rewards and motivation, this finding suggests that people with high BAS reward responsiveness are likely to gain enjoyment from rewards regardless of how many different reward types are offered. As reinforcement sensitivity theory has not been widely considered in this domain, these results are quite novel, and provide a preliminary link between the interest/enjoyment construct and reinforcement sensitivity theory in a way not previously shown in games-related literature.…”

Section: Interpretation Of Reward Responsiveness By Reward Type Amounmentioning

confidence: 71%

“…Conversely, if the reward is core to the rewarded behaviour, the reward is intrinsic (Csikszentmihalyi & Getzels, 1971;Deci & Ryan, 1985). For example, money made by playing the piano as part of an orchestra would be considered an extrinsic reward, while the achievement of playing a difficult song is an intrinsic reward.…”

Section: Intrinsic and Extrinsic Rewardsmentioning

confidence: 99%

“…They also assert that the negative effect of rewards on intrinsic motivation is a limited phenomenon that may only occur in rigid laboratory settings (Cameron et al, 2001). Deci, Koestner and Ryan (2001) It is well established that rewards affect the SDT model of motivation (Cameron & Pierce, 1994;Csikszentmihalyi & Getzels, 1971;Deci et al, 1999;Deci & Ryan, 1985).…”

Section: The Overjustification Effect and Extrinsic Rewardsmentioning

confidence: 99%

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Video Game Reward Types and The Player Experience

Phillips¹

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The complexity of video games is growing rapidly, with new game genres and game mechanics emerging. To keep pace with this, a broadly defined and widely applicable framework is needed to increase our understanding of how video game rewards impact the player experience. However, very few such frameworks exist, and those that do tend to be based on their authors' experience with video games. This thesis aimed to create a new typology for examining video game rewards in a meaningful and applicable way. A mixed-methods approach was used to iteratively develop a new video game reward typology. First, existing methods for classifying video game rewards were identified, trialled and revised. A set of focus groups was then conducted to explore the applicability of the existing and revised video game reward typologies to video games.Two card-sorting activities were then undertaken to test the applicability of the existing and revised video game reward typologies. This indicated that the revised video game reward typology was a more useful tool for classifying video game rewards.A purpose-built video game was then developed to determine the impact of eight video game reward conditions on the player experience in an online experiment. While we did not find a distinct difference between individual reward types, we did find that the diversity of video game reward types present in the experiment affected enjoymentbeing exposed to the full range of video game reward types led to greater enjoyment than exposure to only one individual reward type or to no rewards. This confirms that video game developers should aim to include a breadth of video game rewards in their game designs to maximise player enjoyment. Beyond this, we also found that reward responsiveness plays an important role in facilitating enjoyment-participants with higher levels of trait reward responsiveness enjoyed all versions of the game more than participants with lower levels of trait reward responsiveness. This result indicates that player experience investigations should consider player traits to gain a holistic understanding of how relevant constructs impact the player experience.This thesis has resulted in the development of a video game reward typology that can be used to accelerate understanding of video game rewards; it has also contributed to knowledge of how video game reward types impact the player experience. The contributions of this work thus have implications for both video game researchers and video game development practitioners.

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“…Innovative solutions are more likely to result when designers are more explicit about the way a problem is framed or scoped, and choose to either work deliberately within that frame or to seek out alternative frames. [3][4][5] By working within given or well-understood frames for understanding a problem, one can utilize the design process to improve existing ideas incrementally and optimize their value. 6 Alternatively, a designer can change the given frame and look at the problem in way that hasn't been used before, potentially leading to radically new solutions to consider.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Effects of Problem Framing on Solution Shifts: A Case Study

Wright

Rutgers

Daly

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Samuelina Wright is a senior in Mechanical Engineering at the University of Michigan. She has worked in design and ideation research for over a year. Her focus has been on quantifying the diversity of solution sets, studying design problem framing, and exploring paradigm relatedness. She is interested in engineering education, which is where her passion for teaching and her technical background in engineering overlap. As an engineering designer herself, she is interested in understanding individuals' ideation processes and how those processes can be improved and expanded. , Electrical Engineering), Dr. Jablokow's teaching and research interests include problem solving, invention, and creativity in science and engineering, as well as robotics and computational dynamics. In addition to her membership in ASEE, she is a Senior Member of IEEE and a Fellow of ASME. Dr. Jablokow is the architect of a unique 4-course module focused on creativity and problem solving leadership and is currently developing a new methodology for cognition-based design. She is one of three instructors for Penn State's Massive Open Online Course (MOOC) on Creativity, Innovation, and Change, and she is the founding director of the Problem Solving Research Group, whose 50+ collaborating members include faculty and students from several universities, as well as industrial representatives, military leaders, and corporate consultants. Prof. Seda Yilmaz, Iowa State UniversityDr. Yilmaz is an Assistant Professor of Industrial Design. She teaches design studios and lecture courses on developing creativity and research skills. Her current research focuses on identifying impacts of different factors on ideation of designers and engineers, developing instructional materials for design ideation, and foundations of innovation. She often conducts workshops on design thinking to a diverse range of groups including student and professional engineers and faculty member from different universities. She received her PhD degree in Design Science in 2010 from University of Michigan. She is also a faculty in Human Computer Interaction Graduate Program and the ISU Site Director for Center for e-Design.c American Society for Engineering Education, 2015Page 26.734.1 Exploring the Effects of Problem Framing on Solution Shifts:A Case Analysis AbstractThe way design problems are presented may influence an engineer's ideation process, and eventually, the design outcomes. We aimed to explore the ways in which pre-engineering students shift their design ideas based on different framings of design problems. We evaluated ideas with respect to the metric of paradigm-relatedness, which refers to the extent to which an idea works within the explicitly stated and commonly understood bounds of a problem, versus moves beyond those bounds. Thirteen prospective engineering students participated in the study. Students were first given a problem statement framed in a way that didn't encourage any particular type of solution. The students were asked to generate solutions to the problem...

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Discovery-oriented behavior and the originality of creative products: A study with artists.

Cited by 166 publications

References 10 publications

Threshold Effects of Creative Problem‐Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

Threshold Effects of Creative Problem‐Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

Video Game Reward Types and The Player Experience

Exploring the Effects of Problem Framing on Solution Shifts: A Case Study

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