Supporting reflection and creative thinking by carers of older people with dementia

This vision paper frames requirements engineering as a creative problem solving process. Its purpose is to enable requirements researchers and practitioners to recruit relevant theories, models, techniques and tools from creative problem solving to understand and support requirements processes more effectively. It uses 4 drivers to motivate the case for requirements engineering as a creative problem solving process. It then maps established requirements activities onto one of the longest-established creative problem solving processes, and uses these mappings to locate opportunities for the application of creative problem solving in requirements engineering. The second half of the paper describes selected creativity theories, techniques, software tools and training that can be adopted to improve requirements engineering research and practice. The focus is on support for problem and idea finding - two creative problem solving processes that our investigation revealed are poorly supported in requirements engineering. The paper ends with a research agenda to incorporate creative processes, techniques, training and tools in requirements projects

Requirements Engineering as Creative Problem Solving: A Research Agenda for Idea Finding

This vision paper frames requirements engineering as a creative problem solving process. Its purpose is to enable requirements researchers and practitioners to recruit relevant theories, models, techniques and tools from creative problem solving to understand and support requirements processes more effectively. It uses 4 drivers to motivate the case for requirements engineering as a creative problem solving process. It then maps established requirements activities onto one of the longest-established creative problem solving processes, and uses these mappings to locate opportunities for the application of creative problem solving in requirements engineering. The second half of the paper describes selected creativity theories, techniques, software tools and training that can be adopted to improve requirements engineering research and practice. The focus is on support for problem and idea finding - two creative problem solving processes that our investigation revealed are poorly supported in requirements engineering. The paper ends with a research agenda to incorporate creative processes, techniques, training and tools in requirements projects

Methodology for introducing creativity in requirements engineering

The increase of global competitiveness, the ability of organizations to effectively use information technologies, and to focus on innovation and creativity are recognized as being important. In this context, the hypothesis of resorting to known creativity techniques or adaptations to help innovation in the field of Software Engineering appears to be challenging. This paper proposes a methodology for introducing creativity and innovation techniques in the Requirements Engineering process in order to build more agile and efficient Information Systems. The method uses a variety of creative techniques that are thought to be appropriate to the different stages of the process and is inspired by existing creative problem-solving methods and techniques, in particular in the Creative Problem-Solving Process, Productive Thinking Model and the Creative Potentiation Method. The study of the method allowed its application, through the use of various creativity techniques, in a real context in a social institution - the Social Center for Support to the Community of S ão Domingos. The application of the methodology allowed the identification of new opportunities that allowed the organization to devise service delivery strategies that were more suited to the needs of people.info:eu-repo/semantics/publishedVersio

A software app to support creativity in dementia care

This paper reports a new mobile software app to support creative thinking by carers for people with dementia. The design of the app was informed by both pre-studies that demonstrated the potential of investigating challenging behaviors in non-care domains to improve person-centered care, and a model of creative problem solving adapted to dementia care. The resulting app implements different versions of the Other Worlds creativity technique to generate then reflect on ideas to improve resident care. An evaluation of the app in one residential home revealed that carers were able to use the app as described in the model, and deliver novel care to one resident in the home

Designing activities and tools to support university students' creative and collaborative exploration of physical computing

Today’s digital world requires students to gain skills in collaborative problem solving and digital literacy. One approach is to teach people how to design computational artefacts that require both electronics and programming. Physical computing platforms offer an endless amount of possible opportunities for people to design and develop technological artefacts. However, many times students are overwhelmed when trying to learn both software and hardware simultaneously. The students struggle to be innovative and creative in their projects. Also, they focus on mastering the tool and following instructions for existing projects rather than being able to creatively explore the tool and understand the process of designing and developing new artefacts. For that reason, we aimed to answer the question: What type of tools and activities can be developed to support university students creative exploration of physical computing? Programming and electronics are fundamental design disciplines in today's digital world, and therefore they should be taught through design activities rather than limiting education to textbook readings and laboratory exercises. We introduce our process of designing activities combined with a supportive tool to ease these challenges. The activities and tools were developed iteratively in three phases with a series of workshops with 126 students and teachers. The tool consists of a set of paper cards that provide necessary details (hints) about the electronics and software and help provide structure for the students to conceptualise how their artefact interacts. We additionally, introduced a learning Jigsaw pattern (orchestration script) for the later intervention that enabled individual students in the groups to focus on design, hardware, or software. For evaluation, we used the Creativity Support Index (CSI), which is a psychometric survey designed to assess the support of the creative process. The instrument investigates collaboration, efforts worth the result, exploration, immersion, enjoyment, and expressiveness. The results between the phases showed improvement with the use of the refined versions of the cards and orchestration of the learning activity. This study has demonstrated that design activities can provide a more accessible approach for the introduction of physical computing to students from various majors. Moreover, learning physical computing through design activities allows the learner to develop computational and design thinking skills for collaboratively solving problems

THE INFLUENCE OF CREATIVE PROBLEM SOLVING LEARNING MODEL SUPPORTED WITH REAL OBJECT MEDIA ON THE ABILITY TO SOLVE PROBLEMS RELATED TO SIMPLE SOLVINGS IN THIRD GRADE STUDENTS AT MIN 1 ACEH TENGAH

This research is motivated by the results of observations, that mathematics learning activities in elementary schools still tend to be dominated by teachers with lecturing activities. This is what causes students to become passive and do not understand the material so that it affects low student learning outcomes. This study used a quantitative approach with a pretest-posttest control group design and research subjects of class III MIN 1 Aceh Tengah. The research was conducted using two classes, namely experimental and control. The instruments used are learning tools and test sheets in the form of description questions. To analyze the data, researchers used SPSS 16.0 for windows software. The results showed that (1) the ability of students to solve simple fraction problems using creative problem solving learning models supported by real object media increased with an average value of 84.00 or > 75% achieving KKM. (2) The ability to solve simple fraction problems using conventional learning models without the support of real object media tends to be low with an average score of 69.18 or <75% which achieves KKM. (3) There is a significant effect on the ability to solve simple fraction problems using the Creative Problem Solving learning model supported by real object media with Asymp. Sig. (2- tailed) 0.000 < 0.05, tcount > ttable, 7.744 > 2.032

Overcoming the Mental Set Effect in Programming Problem Solving

This paper adopts a cognitive psychology perspective to investigate the recurring mistakes in code resulting from the mental set (Einstellung) effect. The Einstellung effect is the tendency to approach problem-solving with a preconceived mindset, often overlooking better solutions that may be available. This effect can significantly impact creative thinking, as the development of patterns of thought can hinder the emergence of novel and creative ideas. Our study aims to test the Einstellung effect and the two mechanisms of its overcoming in the field of programming. The first intervention was the change of the color scheme of the code editor to the less habitual one. The second intervention was a combination of instruction to "forget the previous solutions and tasks" and the change in the color scheme. During the experiment, participants were given two sets of four programming tasks. Each task had two possible solutions: one using suboptimal code dictated by the mental set, and the other using a less familiar but more efficient and recommended methodology. Between the sets, participants either received no treatment or one of two interventions aimed at helping them overcome the mental set. The results of our experiment suggest that the tested techniques were insufficient to support overcoming the mental set, which we attribute to the specificity of the programming domain. The study contributes to the existing literature by providing insights into creativity support during problem-solving in software development and offering a framework for experimental research in this field.Comment: Accepted to PPIG'23, 15 pages, 5 figure

GeoGebra: towards realizing 21st century learning in mathematics education

Purpose – This study examines the effect using GeoGebra dynamic geometry software on students’ ability to confront geometry problem solving, their achievement in spatial visualization skills, and their usage of cognitive skills in applying, analyzing, evaluating, creating and constructing ideas for geometry problem solving on the topic of Shape and Space towards supporting 21st century learning of Mathematics Education.Methodology – Quantitative and qualitative data were collected for this study. A total of 102 Form Two students participated in the study, which had employed the pre-test and post-test quasi-experimental research design. The research participants were divided into three groups, namely Experimental Group 1 (n=33), Experimental Group 2 (n=35) and Control Group (n=34). A guideline book on using GeoGebra dynamic geometry software in learning of Shape and Space, developed by the researchers and validated by a panel of experts, was used by the teachers and students in the experimental groups. The quantitative data, obtained via the Topical Test (TT) and Spatial Visualization Ability Test (SVAT), were analysed using MANOVA. The reliability coefficients of TT and SVAT were 0.972 and 0.953 respectively. The qualitative data, collected via interviews, teaching observations, video recordings and students’ works, was thematically analysed. Findings – The experimental groups’ TT and the SVAT post-test mean scores for both the experimental groups were significantly higher than the control group’s TT and the SVAT post-test mean scores. The learning of Shape and Space using GeoGebra dynamic geometry software had enabled students to produce works with evidence of critical, creative and innovative elements in their solutions. The experimental groups’ students agreed that using the dynamic software something new to them and was indeed as an attractive way to learn mathematics because they had the opportunity to experience hands-on learning of mathematics using ICT. They voiced their dessire to also use the GeoGebra dynamic geometry software when learning other mathematics topics. Significance – The use of GeoGebra dynamic geometry software to support the notion of integration of technology in the teaching and learning of mathematics in schools has the potential to promote active students involvement in mathematics learning. The active learning could provide students with meaningful learning experiences and opportunities to produce quality, creative and innovative works.The dynamic software has the capacity to support students’ logical and systematic approaches in solving geometry problems and also triggers multiple ways of interactions and collaborations in the mathematics classrooms. The stimulation of students’ creative and innovative thinking provide evidence for the potential support of the dynamic software towards realizing 21st century learning within Mathematics Education

Open computer aided innovation to promote innovation in process engineering

Recent advances in theoretical approaches to innovation and in information and communication technologies provide a more structured knowledge-driven environment for inventors, designers and engineers. Consequently, a new category of tools known as computer aided innovation (CAI) has emerged, with goals of assisting designers in their creative performance and of effectively implementing a complete innovation process throughout the entire product or process life cycle. Based on the concept of Open CAI 2.0 introduced by Hüsig and Kohn (2011), this paper goes further by proposing a prototype software tool for the next evolutionary step of CAI arising from two major recent developments: new advances in technological possibilities in the software field commonly referred to as “Web 2.0” and a strategic paradigm shift from closed to open innovation in many companies. This contribution is one of the first attempts to create a concrete methodological framework based on collective intelligence (through Web 2.0 practices), a collaboration support (with the benefits of on-line social networks) and a problem resolution process. In the proposed Open CAI 2.0, the inventive problem solving method is inspired by the coupling between the innovation theory TRIZ and case based reasoning in order to support the generation of inventive technological solutions because problem solving often requires a reformulation of the initial problem to construct an abstract model of the problem. This paper highlights the importance of knowledge acquisition, capitalization and reuse as well as the problem formulation and resolution in collaboration. A case study on biomass gasification is used to illustrate the method and tool capabilities in the chemical process industry

The contribution of achievement goal orientation to task-related classroom behaviour

This thesis investigates the influence of achievement goal orientation (AGO) on task-related classroom behaviour. The two different orientations suggested within a dichotomous AGO framework influence how children approach, plan and monitor their learning. Paper 1- Seek, ignore or avoid: How achievement goal orientation influences children’s help-seeking during an interactive science task. This study extends previous research into AGO and children’s help-seeking by investigating information gathering, help-seeking and post-help behaviour throughout a classroom-based task. Sixty-four primary school children (mean age 9yrs, 6 mths) took part in the studies using science based educational software. We hypothesise that children differ in their help-seeking behaviour according to their AGO and that metacognitive support will help reduce these differences. Results are consistent with the idea that performance-oriented children select higher levels of help than mastery-oriented children. Performance-oriented children appear more reluctant to choose challenging tasks if a successful outcome is uncertain. Our second study reduces these differences and post-test results indicate that carefully providing feedback and embedding metacognitive support is useful in reducing differences between AGO groups. Paper 2- Maths, Mastery and Metacognition: How adding a creative approach can support children in maths. We hypothesise that using creativity to support a mastery-oriented approach within a mathematics curriculum encourages metacognition, improves motivation and persistence and helps children achieve an underlying understanding of mathematical concepts thus improving mathematics performance. This paper reports an eleven week project aiming to embed problem-solving strategies within a mastery-oriented whole-class environment to promote exploration, collaboration and a focus on the process of problem-solving. Participants were 24 children from a rural primary school in East Sussex, 12 boys and 12 girls (mean age 8 years and 9 months). The intervention led to increases in girls’ perceived competence and motivation for mathematics and increased metacognitive reflection on learning strategies