CO-CREATIVITY EVALUATION ANALYSIS

Deliverable 2.3.2 is the final instalment of a document detailing the C2Learn Co-creativity Assessment Methodology, its rationale, method, tools and accompanying operationalisation. The assessment methodology will be utilised to test the use of C2Learn’s computational tools, embedded within the pedagogical interventions and creative learning practices made available through the C2Space and its subcomponents or C2Experiences, in real-life educational settings. The core aim of C2Learn’s Co-creativity Assessment Methodology is to evaluate C2Learn’s impact on students’ (co-)creativity.

2016

Co-creation in Design is a multi-disciplinary process where co-designers are not only trained professionals from different disciplines, but also members from the community with whom the co-design project is focused. Handling such multi-disciplinary, multi-personality and multi-cultural situations requires personal and professional development through reflective practice to understand one’s own experience. This technique has been traditionally called ‘the act of becoming aware’ (Schon, 1983). Experts in psychology, systems thinking, western and eastern medicine and design education were invited to share knowledge during workshops and a consequent review of inter-disciplinary literature resulted in a list of ‘inner values’, where the anticipation was that, when these inner values exist in a co-design team, they can lead to harmonious working and co-owned decisions during the co-design process (Vyas et.al., 2012) The inner values were then clearly defined using the inter- disciplinary ...

Creativity Research Journal, 1988

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European Game-based Learning Conference Proceedings, 2018

We consider game design as a sociocultural and knowledge modelling activity, engaging the participation in the design of a scenario and a game universe based on a real or imaginary socio-historical context (Jenkins, 2004), where characters can introduce life narratives and interaction that display either known social realities or entirely new ones. In this research, participants of the co-creation activity are Malaysian students who are working in groups to design educational games for rural school children. After the co-creativity activity, learners were invited to answer the adapted version of the Assessment Scale of Creative Collaboration (Romero and Barberà, 2015; Wishart and Eagle, 2014), combining both the co-creativity factors and learners' experiences on their interests, and the difficulties during the co-creativity process. The preliminary results showed a high diversity on the participants' attitudes towards collaboration, especially related to their preferences towards individual or collaborative work.

Over the years, researchers and educators defined creativity as a step out of the ordinary. However, the definition of creativity has suffered from the lack of consistency, just as creativity measuring methodologies have also suffered from subjective analysis. The aim of this paper is to analyze various creativity measuring methodologies and the underlying theme of creativity with the attempt to determine a common attribute of creativity measuring methodologies using various case studies. This paper seeks to evaluate the methodologies from the broad aspect of the creativity process, product, press and person; the paper will also explore an appropriate methodology for assessing creativity.

Co-creation in Design is a multidisciplinary process where co-designers are not only trained professionals from different disciplines, but also members from the community with whom the co-design project is focused, e.g. local government officers and other interested parties such as financiers, local businesses, NGOs working in the area etc. Handling such multidisciplinary , multi-personality and multi-cultural situations requires personal and professional development through reflective practice to understand one's own experience. This technique has been traditionally called 'the act of becoming aware' (Schön, 1983) As the importance of co-design is increasing, the interactions generated during the co-design process are being considered important and such interactions need to be considered in the assessment criteria. Experts in psychology, systems thinking, western and eastern medicine and design education were invited to share knowledge during workshops and a consequent review of inter-disciplinary literature resulted in a list of 'inner values', where the anticipation was that, when these inner values exist in a co-design team, they can lead to harmonious working and co-owned decisions during the co-design process (Vyas et.al., 2012) The inner values were then clearly defined using the inter-disciplinary literature and literature from positive psychology was used to convert the conceptual inner values into a practical research framework. This paper describes the application of the framework for research to generate empirical evidence that justifies the role and utility of the 'inner values' in the co-design process.

Handbook of Research on Creativity, 2013

Creativity - A Force to Innovation, 2021

The history of creativity assessment is as old as the concept itself. Researchers from various cultures and disciplines attempted to define the concept of creativity and offer a valid way to assess it. Creativity is generally defined as the ability to produce work that is novel and appropriate. Researchers in the field attempted to measure creativity from different perspectives and tried to answer the question like “What are the mental processes involved in creative thought?, Which personality traits are associated with creativity?, How can a product can be judged to be creative? and, What are the external forces that affect creativity?”. The answers of these questions constitute the most commonly used creativity assessment instruments. This chapter presents a brief overview on assessment of creativity through the eyes of the psychometric perspective and discusses the strengths and weaknesses of various instruments used in the field.