Engaging creativity: Employing assessment feedback strategies to support confidence and creativity in graphic design practice

Visser, Irene; Chandler, Lisa; Grainger, Peter

doi:10.1386/adch.16.1.53_1

Cited by 11 publications

(6 citation statements)

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“…Studies have shown that humans effectively shape their behavior through the use of evaluative feedback (Raaijmakers et al, 2017;Vancouver and Tischner, 2004). Attempts have been made to assess the roles of evaluative feedback in creativity development, but inconsistent findings are reported regarding the effectiveness of positive and negative feedback (Keppell et al, 2006;Visser et al, 2017). The inconsistency may become more prominent in a social learning process where there is a lack of facial expression, body language and oral speech (Kock, 2007).…”

Section: Effects Of Feedback On Individual Creativitymentioning

confidence: 99%

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Effects of feedback on individual creativity in social learning: an experimental study

2022

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PurposeThe study aims to develop a comprehensive theoretical model to understand the relationship between feedback and individual creativity in a social learning context. To achieve the goal, the study unravels the mechanism underlying the relationship between evaluative feedback and creativity development and examines the interaction effects between informative feedback and evaluative feedback.Design/methodology/approachThe study draws on the stimulus-organism-response (S-O-R) framework to develop the research model. A laboratory experiment with a self-designed social learning platform was conducted to test the model. A total of 125 subjects participate in the experiment.FindingsThe empirical findings reveal that evaluative feedback affects creativity via intrinsic motivation and perceived feedback accuracy and informative feedback moderates the effects of negative feedback on intrinsic motivation and perceived feedback accuracy.Practical implicationsOrganizations should be conscious of the role feedback plays in individual creativity development when building a social learning platform. Specifically, organizations can guide learners to provide favorable online feedback as well as train learners to cope with feedback effectively in creative tasks.Originality/valueThe study integrates feedback and creativity literature to propose three important mediators and examines the roles of the mediators in the process of creativity development in a social learning context, extending current understanding on the direct relationship between feedback and creativity. The study also complements the existing feedback literature by investigating the interactions between different types of peer feedback in the model of creativity development.

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Section: Effects Of Feedback On Individual Creativitymentioning

confidence: 99%

“…Attempts have been made to assess the roles of evaluative feedback in creativity development, but inconsistent findings are reported regarding the effectiveness of positive and negative feedback (Keppell et al. , 2006; Visser et al. , 2017).…”

Section: Introductionmentioning

confidence: 99%

Effects of feedback on individual creativity in social learning: an experimental study

2022

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“…Although the relationship between risk-taking and creativity has yet to be empirically established (Tyagi et al 2017), the literature on creative thinking and higher education connects the words innovation, exploration and experimentation to the term risk-taking (Turpin et al 2015;Visser et al 2017). In design thinking, risk-taking can be viewed as an integral component of creative problem-solving (Rutland 2009) as design inherently uses abductive reasoning to posit 'what might be' (Dong 2015: 39).…”

Section: Risk-taking and Creativity In Educationmentioning

confidence: 99%

“…The literature consulted mentions three components that relate to student lecturer interaction consisting of trust, support and two-way communication (Davies 1999;Visser et al 2017).…”

Section: Lecturer Supportmentioning

confidence: 99%

Undergraduate design students’ experience of risk-taking in an open-ended design project

Giloi

Barry

Burger

et al. 2019

Art, Design &Amp; Communication in Higher Education

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In this article we investigate the student experience of risk-taking in an open-ended design project that appeared to be ideally suited to encourage risk-taking. The article is informed by a phenomenological case study documenting student experience of risk-taking during a concentrated, week-long design project. The data revealed multiple instances where students had taken risks and how they had experienced risk-taking. Three significant aspects of risktaking in design education were identified in the data and explored. The first aspect considers how the students' experience correlated with a theoretical educational approach that encourages risk-taking. The second provides a broad overview of the students' experience of risk-taking during the project. The third draws out common student experiences that highlight that risk-taking is often prompted by the undefined and unexpected elements of a project and gaps in student knowledge, experience and skills.

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“…Finally, 'elegance is concerned with aesthetic aspects of the product' (Cropley 2015: 67-68). Visser et al (2017) evaluate the impact of feedback to support confidence and creativity from a graphic design perspective and they highlight the importance of informal class discussions and one-on-one feedback for effective learning. Ardington and Drury (2017) also underline the importance and positive impact of formative feedback and proper guidance in helping students learning their creative process in a design studio.…”

mentioning

confidence: 99%

Teaching risk-taking to engineering design students needs risk-taking

Tekmen-Araci

2019

Art, Design &Amp; Communication in Higher Education

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Creativity is essential in the engineering design process to achieve innovative results. However, research has consistently shown that among the many factors that foster creativity in engineering education, one of the most central requirements is risktaking, which is not widely covered in engineering design education. This article attempts to understand the risk-taking approach in an engineering design education environment both from the students' and the instructors' perspective by conducting a qualitative comparative study in an Australian University. Overall, the study finds that instructors' teaching method has an influence on students' approach towards risk-taking. The evidence shows that engineering instructors are risk adverse and hesitate to adopt new approaches in education. However, fostering creativity in education requires a creative approach, which is possible through risk-taking. Encouraging engineering students to adopt a risk-taking approach during the design process is not possible until the engineering instructors and engineering faculties are willing to take risks in their own teaching methods. keYwords risk-taking engineering design engineering education creativity teaching approach design process Yasemin Tekmen-Araci 68 Art, Design & Communication in Higher Education inTroducTion Engineering is 'the design and development of technological solutions to problems' (Cropley 2015: 2). It is the ability to solve problems with a creative process (Zhou 2012a). Cropley and Cropley ( 2010) describe creativity from an engineering perspective as 'functional creativity' to indicate the importance of functional requirements in the engineering field. Creativity 'helps engineers with complexity, it helps shape new knowledge, find new solutions to problems, engage in technologically innovative activities and lead to new designs' (Zhou 2012b: 99). This study, building on the works of many others, reviews and offers a definition of creative thinking (Amabile 1983;Cropley and Cropley 2010;Kazerounian and Foley 2007;Williams et al. 2010): Creativity empowers the engineer with ingenuity to tolerance for the unconventional so as to generate original and non-obvious alternatives, which ultimately lead to better, innovative and worthwhile solutions to design problems.It is argued that education plays a role in relation to creativity (Cropley and Cropley 2010). However, teaching creativity to engineering students can be a challenging endeavour (de Vere 2009) and many researchers (Kazerounian and Foley 2007;Williams et al. 2010;Zhou 2012a) agree that it is still an issue to be addressed. Researchers believe that the best way to teach creative thinking skills is through the problem-solving processes (Kazerounian and Foley 2007;Williams et al. 2010).Research has shown among the many factors that foster creativity in engineering education, risk-taking is one of them. Risk-taking enables students to try new things, which is crucial to the creative process (Piirto 2011;Treffinger et al. 2002). It is important to encourage ...

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Engaging creativity: Employing assessment feedback strategies to support confidence and creativity in graphic design practice

Cited by 11 publications

References 0 publications

Effects of feedback on individual creativity in social learning: an experimental study

Effects of feedback on individual creativity in social learning: an experimental study

Undergraduate design students’ experience of risk-taking in an open-ended design project

Teaching risk-taking to engineering design students needs risk-taking

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