Document Type : Original Article
Authors
1 Department of Industrial Design, Faculty of Art, Alzahra University, Tehran, Iran
2 Doctoral student of Industrial Design, School of Fine Arts, University of Tehran, Iran.
3 Assistant Professor, Department of Industrial Design, School of Fine Arts, University of Tehran, Iran
4 Assistant Professor, Department of Industrial Design, Faculty of Architecture and Urban Planning, University of Science and Technology, Iran
5 Department of Computer Science, State University of New York, Oswego, New York, 13126, USA
Abstract
Organization of creativity education and appropriate processes in design education, especially in the field of industrial design, helps students' potential creativity. Undoubtedly, education is one of the useful methods for improving people's creative performance. However, the field of educational technology has not shown much interest or paid little attention to the importance of creativity in design education. Creativity is a skill that can be examined, measured, used, and taught. Therefore, measuring the efficiency of each educational content in designing and presenting the results of educational experiences can be effective in improving the quality of education. This research considers education based on creativity indicators (fluidity, expansion, originality, and flexibility) in industrial design courses. For this purpose, several educational models and creative teaching strategies in the field have been proposed while referring to the concept of design education with an analytical approach. Also, the teaching experience has been conducted with the aim of determining the effectiveness of teaching in the form of a creative education process on students' creativity in solving design problems. The research is practical in terms of its purpose, and the method is semi-experimental research of pre-test-post-test type with a control group. The statistical population is 20 third-year undergraduate students in the field of industrial design at Alzahra University, Tehran, in the academic year 2020-2021 who was selected by the available sampling method and divided into two groups of 10 people, test and control. In order to prevent the spread of the Covid-19 virus, the experimental group was trained in the creative education process model, and the control group did not receive any special training. At the end of the training courses, both groups were given a post-test. The measurement tools are Abedi's creativity test and Torrance's Form A questionnaire. To analyze the data, mean, standard deviation, and variance was used as descriptive statistical indicators, and an independent t-test was used for inferential statistics. To analyze the data, mean, standard deviation, and variance was used as descriptive statistical indicators, and an independent t-test was used for inferential statistics. The analysis's findings indicated a significant difference in the level of creativity between the trained students' group who used the creative process method and the control group, which did not receive this type of training. The analysis's findings indicated a significant difference in the level of creativity between the trained students' group who used the creative process method and the control group, which did not receive this type of training. This finding suggests that the creative process training approach fosters students' creativity. The results of the research show the importance and impact of teaching creativity in an educational environment, which helps professors to provide the basis for improving students' problem-solving skills by using its methods.
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