Interactive effects of environmental experience and innovative cognitive style on student creativity in product design

Article

Abstract

Environmental experience can enhance the ideas of design students. Thus, this type of experience may interfere with the influence of design students’ cognitive style on creativity. The aim of this study was to examine the influence of environmental experience on the relationship between innovative cognitive style and industrial design students’ creative outcomes. The environmental experience was measured according to the total scores of the five components of sense, feel, think, act, and relate on the basis of Schmitt’s strategic experience modules. The cognitive styles were measured using Kirton’s adaption–innovation inventory, and creative works were assessed through the consensus assessment technique, which was employed by three experts. Through a field experiment and survey investigation, the analysis indicated that innovative cognitive style significantly and positively influenced creativity, but this only occurred when student was accompanied with a low degree of environmental experience (i.e., a student had a low score for environmental experience); as the student attained a high degree of environmental experience, the influence of innovative cognitive style on creativity became weakened. The experiential media suggested that the natural elements, cultural history, group travel, and narrator effectively diversified the experiences of the students and enhanced creative thinking. This paper suggests providing increased stimulation of environmental experience prior to instructing design students to engage in creative activity. Environmental experience can benefit students by enhancing their creativity.

Keywords

Environmental experience Innovative cognitive style Creativity 

Notes

Acknowledgments

The author is grateful to the editor and anonymous reviewers for their insightful and constructive comments regarding the previous version of this paper. They also thank the experts and the design students who participated in this study. Funding for this study was provided by the Ministry of Science and Technology of the Republic of China (Project No. NSC 102-2221-E-029-019).

References

  1. Allport, G. W. (1937). Personality: A psychological interpretation. New York, NY: Henry Holt & Company.Google Scholar
  2. Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357.CrossRefGoogle Scholar
  3. Baer, J., Kaufman, J. C., & Gentile, C. A. (2004). Extension of the consensual assessment technique to nonparallel creative products. Creativity Research Journal, 16(1), 113–117.CrossRefGoogle Scholar
  4. Carson, S. H., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17(1), 37–50.CrossRefGoogle Scholar
  5. Chandrasekaran, B. (1990). Design problem solving: A task analysis. AI magazine, 11(4), 59.Google Scholar
  6. Desmet, P., & Hekkert, P. (2007). Framework of product experience. International Journal of Design, 1(1), 2007.Google Scholar
  7. Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative Cognition: Theory, research, and applications. Cambridge. MA: MIT Press.Google Scholar
  8. Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham and Gandhi. New York: Basic.Google Scholar
  9. George, D., & Mallery, P. (2003). SPSS for Windows step by step guide: A simple guide and reference. 11.0 update (4th ed.). Boston, MA: Allyn and Bacon.Google Scholar
  10. George, J. M., & Zhou, J. (2007). Dual tuning in a supportive context: Joint contributions of positive mood, negative mood, and supervisory behaviors to employee creativity. Academy of Management Journal, 50(3), 605–622.CrossRefGoogle Scholar
  11. Hayes, J. R. (1989). Cognitive processes in creativity (pp. 135–145). New York: Springer.Google Scholar
  12. Isaksen, S. G., Lauer, K. J., & Wilson, G. V. (2003). An examination of the relationship between personality type and cognitive style. Creativity Research Journal, 15(4), 343–354.CrossRefGoogle Scholar
  13. Ivcevic, Z. (2009). Creativity map: Toward the next generation of theories of creativity. Psychology of Aesthetics, Creativity, and the Arts, 3(1), 17.CrossRefGoogle Scholar
  14. Keller, R. T., & Holland, W. E. (1978). A cross-validation study of the Kirton adaption–innovation inventory in three research and development organizations. Applied Psychological Measurement, 2(4), 563–570.CrossRefGoogle Scholar
  15. Kirton, M. J. (1976). Adaptors and innovators: A description and measure. Journal of Applied Psychology, 61, 622–629.CrossRefGoogle Scholar
  16. Kirton, M. J. (1994). Adaptors and innovators: Styles of creativity and problem solving. London: Routledge.Google Scholar
  17. Kirton, M. J. (1999). Kirton adaption–innovation inventory manual. Berkhamsted, UK: Occupational Research Centre.Google Scholar
  18. Leung, A. K. Y., Maddux, W. W., Galinsky, A. D., & Chiu, C. Y. (2008). Multicultural experience enhances creativity: The when and how. American Psychologist, 63(3), 169.CrossRefGoogle Scholar
  19. Luh, D. B., & Lu, C. C. (2012). From cognitive style to creativity achievement: The mediating role of passion. Psychology of Aesthetics, Creativity, and the Arts, 6(3), 282.CrossRefGoogle Scholar
  20. Madura, P. D. (1996). Relationships among vocal jazz improvisation achievement, jazz theory knowledge, imitative ability, musical experience, creativity, and gender. Journal of Research in Music Education, 44(3), 252–267.CrossRefGoogle Scholar
  21. Mayer, R. E. (1999). Fity years of creativity research. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 449–460). Cambridge, UK: Cambridge University Press.Google Scholar
  22. Muñoz-Doyague, M. F., González-Álvarez, N., & Nieto, M. (2008). An examination of individual factors and employees’ creativity: the case of Spain. Creativity Research Journal, 20(1), 21–33.CrossRefGoogle Scholar
  23. Pektas, S. T. (2010). Effects of cognitive styles on 2D drafting and design performance in digital media. International Journal of Technology and Design Education, 20, 63–76.CrossRefGoogle Scholar
  24. Petre, M., Sharp, H., & Johnson, J. (2006). Complexity through combination: an account of knitwear design. Design Studies, 27(2), 183–222.CrossRefGoogle Scholar
  25. Pine, J. B., & Gilmore, J. H. (1999). The experience economy. Boston: Harvard Business School Press.Google Scholar
  26. Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879.CrossRefGoogle Scholar
  27. Qiu, L., Zheng, X., & Wang, Y. F. (2008). Revision of the positive affect and negative affect scale [积 极 情 感 消 极 情 感 量 表 (PANAS )的 修订]. Chinese Journal of Applied Psychology, 14(3), 249–254.Google Scholar
  28. Robinson, J. R., Freeburg, B. W., & Workman, J. (2013). Family environment and creativity in fashion design students. International Journal of Fashion Design, Technology and Education, 6(3), 200–209.CrossRefGoogle Scholar
  29. Schmitt, B. H. (1999). Experiential marketing: How to get customer to sense, feel, think, act, and relate to your company and brands. New York, NY: The Free Press.Google Scholar
  30. Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. Handbook of creativity, 1, 3–15.Google Scholar
  31. Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. London: Sage Publications Inc.Google Scholar
  32. Tinajero, C., Lemos, S. M., Araújo, M., Ferraces, M. J., & Páramo, M. F. (2012). Cognitive style and learning strategies as factors which affect academic achievement of Brazilian university students. Psicologia: Reflexão e Crítica, 25(1), 105–113.Google Scholar
  33. Vosburg, S. K. (1998). Mood and the quantity and quality of ideas. Creativity Research Journal, 11(4), 315–324.CrossRefGoogle Scholar
  34. Wan, W. W., & CHIU, C. Y. (2002). Effects of novel conceptual combination on creativity. The Journal of Creative Behavior, 36(4), 227–240.CrossRefGoogle Scholar
  35. Ward, T. B., Smith, S. M., & Vaid, J. (1997). Conceptual structures and processes in creative thought. In T. B. Ward, S. M. Smith, & Vaid, J. (Eds.) Creative thought: An investigation of conceptual structures and processes (pp. 1–27). Washington, DC: American Psychological Association.Google Scholar
  36. Ward, T. B., Smith, S. M., & Finke, R. A. (1999). Creative cognition. In R. Sternberg (Ed.), Handbook of creativity. New York: Cambridge University Press.Google Scholar
  37. Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063.CrossRefGoogle Scholar
  38. Yazici, Y. E. (2013). Effects of spatial experiences & cognitive styles in the solution process of space-based design problems in the first year architectural design education. International Journal of Technology and Design Education, 23, 1005–1015.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  1. 1.Department of Industrial DesignTunghai UniversityTaichungTaiwan, ROC

Personalised recommendations