Learning to be creative : the effects of observational learning on students design products and processes
Faculty of Applied Economics
Learning and instruction / EARLI. - Oxford, 1991, currens
, p. 35-47
Previous research indicated that observing is an effective learning activity in various domains. Can observational learning also be beneficial in enhancing creativity in art and design education? We hypothesized that observation has a positive effect on creativity measured in the designing process and the final products. 61 Students (ninth grade) participated in an experiment with a pre-post-test control group design, with randomized assignment to two conditions. In the observational learning condition participants observed and evaluated on video peers doing design tasks while concurrently thinking aloud. In the direct instruction condition participants were executing these design tasks themselves. The participants were pre- and post-tested on design tasks. Results indicated that observation had beneficial effects on creativity in the design products compared to the direct strategy instruction for high aptitude students, but not for low aptitude students. Students who observed generally brainstormed more and reported a more process oriented approach.