Abstract
The study aimed to examine the relationship between creativity and Experiential learning composition in design teams. The Experiential learning composition comprised two parts: Learning process composition, including team grasping experience and team transforming experience (which was the mean of both experiences for the team), and the Learning styles composition, including team Diverging, team Assimilating, team Converging, and team Accommodating (which was the percentage of each Learning style for the team). The investigation involved 20 design teams, consisting of a total of 53 Industrial Design students ranging from juniors to seniors. Participants completed the Learning Style Inventory-version 3.1, and experts evaluated the creativity of the teams using the Creative Product Semantic Scale. To analyze the relationship between creativity and team composition, Pearson correlation analysis and Regression analysis were conducted. The results demonstrated that team transforming experience positively predicted the Resolution of creativity; besides, team Diverging had a positive effect on the Novelty of creativity, while team Converging and team Assimilating were linked to Resolution, with the former having a positive effect on creativity and the latter having a negative effect on creativity.
Keywords
Experiential Learning, Team Composition, Creativity, Design Teams
DOI
https://doi.org/10.21606/iasdr.2023.175
Citation
Chen, Y., Tang, Y.,and Chen, H.(2023) Investigation of creativity and Experiential learning composition in design teams, in De Sainz Molestina, D., Galluzzo, L., Rizzo, F., Spallazzo, D. (eds.), IASDR 2023: Life-Changing Design, 9-13 October, Milan, Italy. https://doi.org/10.21606/iasdr.2023.175
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
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Investigation of creativity and Experiential learning composition in design teams
The study aimed to examine the relationship between creativity and Experiential learning composition in design teams. The Experiential learning composition comprised two parts: Learning process composition, including team grasping experience and team transforming experience (which was the mean of both experiences for the team), and the Learning styles composition, including team Diverging, team Assimilating, team Converging, and team Accommodating (which was the percentage of each Learning style for the team). The investigation involved 20 design teams, consisting of a total of 53 Industrial Design students ranging from juniors to seniors. Participants completed the Learning Style Inventory-version 3.1, and experts evaluated the creativity of the teams using the Creative Product Semantic Scale. To analyze the relationship between creativity and team composition, Pearson correlation analysis and Regression analysis were conducted. The results demonstrated that team transforming experience positively predicted the Resolution of creativity; besides, team Diverging had a positive effect on the Novelty of creativity, while team Converging and team Assimilating were linked to Resolution, with the former having a positive effect on creativity and the latter having a negative effect on creativity.