Influential factors and their correlation on imagination stimulation of design students

Chao-Tung Liang, Chaoyun Liang

Abstract


This study aimed to analyze what influential factors could stimulate imagination of design students in different design phases and explore how these factors correlate with each other. The influential factors were categorized into two groups: learning environment (i.e., physical, human aggregate, organizational, and socially constructed) and learning psychology (i.e., facilitative motivation, cognitive generation, positive emotion, inspiration through action, self-efficacy, and stress/challenge). These effects are seen in the design process, especially in phase one (problem definition and design analysis) and with a lesser effect in phase three (detailed design and communication). Our results also showed that the socially constructed factor had a close relationship with the factors of positive emotion, stress/challenge, and self-efficacy. The correlation among the factors of stress/challenge, physical, and human aggregate deserved additional attention, as those factors might have crucial implications to instructional strategies.


Keywords


education, imagination, design, creativity

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References


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