Abstract
The importance of creativity has long been recognized. The present paper introduces the use of short-term robot-mediated training for creativity education. Individual creativity was measured in terms of creative self-efficacy and creative outcome. Thirty-four university students were recruited for the experiment and were randomly assigned into one of three experimental conditions: watching robot-related movie clips, playing with the robot, and designing the robot’s behavior. The results showed an improvement in creative self-efficacy among participants who designed the robot’s behavior. However, participants who watched robot-related movie clips had more creative outcomes. The implications of the research and future research directions are also discussed.
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Acknowledgments
This work was supported by the Korea Research Foundation Grant funded by the Korean Government (KRF-2009-342-B00015). This research was also partially supported by WCU (World Class University) program through the National Research Foundation of Korea funded by the Ministry of Education, Science, and Technology (Grant No. R31-2008-000-10062-0).
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Hwang, J., Lee, K.C. (2013). Examining the Effect of Short-Term Robot-Mediated Training for Creativity Education. In: Lee, K. (eds) Digital Creativity. Integrated Series in Information Systems, vol 32. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-5749-7_9
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DOI: https://doi.org/10.1007/978-1-4614-5749-7_9
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