A social science mixed-methods approach to stimulating and measuring creativity in the design classroom

Abstract

This study aimed to evaluate the effectiveness of using a social science mixed-methods approach to stimulate creativity and improve the attainment of creative outcomes in teaching design. In a focused study framed through a design collaborative experiment within a classroom context, sketches produced by a sample of 351 students were analyzed and the impact of stimuli was categorized by visual, physical, quantitative and contextual information on creative processes and outcomes in product design. Sixteen combinations of these stimuli were integrated as parameters of design briefs (DBs) given to the participating students. This research was augmented with a survey to understand participants’ perceptions and reactions and was rated by expert judges. The results demonstrate that certain combinations of quantitative and qualitative stimuli have a positive impact on creative processes and outcomes. These findings will inform new techniques for engaging and inspiring students in design studies.

Keywords

• Creativity
• Design Briefs
• Education
• Social Science Mixed Methods
• Stimulation