Design students' experience of engagement and creativity
Abstract
The terms creativity and engagement are used broadly throughout the literature and are in common usage in our education and design language. Students, however, understand these terms in unexpected ways and this can sometimes cause a disjunction between the teacher's intention for the learning activity and the ways in which the student may go about it. In this article we tease out the relationships between engagement and creativity for student learning in design. Our data suggest that engagement relies on certain conditions and attributes that have to be met before a student makes a personally meaningful commitment to study. Engagement here means some form of interlocking between the student and the task, or some form of attentiveness facilitated by the teacher or the environment. By creativity we mean the meshing between person, process and product which is then appreciated by the broader design community. We suggest that understanding creativity as a complex attribute contributes to the nature and quality of student engagement with their learning and the profession.
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Personally meaningful projects significantly enhance children's engagement, encouraging creative behavior, deepening understanding, and amplifying intrinsic motivation to explore and innovate.
“First, personally meaningful projects significantly enhance children's engagement, thereby encouraging creative behavior, deepening their understanding, and amplifying their intrinsic motivation to explore and innovate [49].”
From ChatScratch: An AI-Augmented System Toward Autonomous Visual Programming Learning for Children Aged 6-12 (2024) · cites this paper as [49]
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Zhang, C., Yao, C., Wu, J., Lin, W., Liu, L., Yan, G., & Ying, F. (2022) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3491102.3501914 · Cited by 114 · see citing works
Chen, L., Xiao, S., Chen, Y., Song, Y., Wu, R., & Sun, L. (2024) · Proceedings of the CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3642229 · Cited by 60 · see citing works
- Authors
- Reid, A., & Solomonides, I.
- Affiliations
- Macquarie University (AU)
- Venue
- Art, Design & Communication in Higher Education
- Publisher
- Intellect
- Published
- 2007-10-03
- Volume
- 6
- Issue
- 1
- Pages
- 27-39
- ISSN
- 1474-273X (ISSN-L)
- 2040-0896
- OpenAlex
- W1970478234
- Cited by
- 76
- References
- 18
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 8 · 2023: 8 · 2022: 5 · 2021: 3 · 2020: 4 · 2019: 3 · 2018: 2 · 2017: 7 · 2016: 5 · 2015: 4 · 2014: 1 · 2013: 3 · 2012: 6
- FWCI
- 7.64
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Art Design & Communication in Higher Education (publishedVersion)
- Victoria University Research Repository (Victoria University) (submittedVersion)
- Topics
- Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
- Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Artistic and Creative Research
- Keywords
- student engagement, creativity, design education, design students, student learning, design profession, student perceptions
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