QUANTIFYING THE PERSONAL CREATIVE EXPERIENCE: EVALUATION OF DIGITAL CREATIVITY SUPPORT TOOLS USING SELF-REPORT AND PHYSIOLOGICAL RESPONSES

Creativity is understood intuitively, but it is not easily defined and therefore diffi- cult to measure. This makes it challenging to evaluate the ability of a digital tool to support the creative process. When evaluating creativity support tools (CSTs), it is critical to look beyond traditional time, error, and other productivity measurements that are commonly used in Human-Computer Interaction (HCI) because these mea- sures do not capture all the relevant dimensions of creativity support. Unfortunately, there are no clear measures of success to quantify in regards to creativity support tools, and this lack of ‘convenient’ metrics is a real challenge to their evaluation. In this dissertation, I introduce two computational methodologies for evaluating creativity support tools, including: (1) the Creativity Support Index (CSI), which is a psychometrically developed and validated survey, designed for evaluating the ability of a tool to support the creative process of users, and (2) a novel sensor data approach to measuring ‘in-the-moment-creativity’ (ITMC), to detect moments when users experience high creativity using electroencephalography (EEG), activity metrics (e.g., keyboard/mouse logger and accelerometer data), and machine learning

The pandemic and the creative performance of cities: an empirical study in Portugal

In a pandemic and post-pandemic environment, the consequences for the creative economy have been brutal and nefarious. Thus, this study aims to measure cities’ creativity performance, through a composite index, reported in the year 2021. In this sense, the results show that culture, the creative economy and enabling environment, as subdimensions of creativity, show that cities suffered a significant setback in their creative performance. However, this is currently being reversed so that creativity continues to contribute to the performance and growth of cities, whereby the formation of networks/partnerships as allies of the creative class and industries that characterise this dimension becomes even more important. This means that the creative class was one of the most affected by the pandemic, given that its activities are sustained mainly by the public, which corroborated recent studies. The study’s main contribution lies in the use of the Composite Index, in which it was concluded that creativity generates employment and wealth for a country’s economy. Finally, some limitations and avenues for future research were outlined.The authors gratefully acknowledge financial support from the National Funds of the FCT—Portuguese Foundation for Science and Technology within the project «UIDB/04007/2020» and the project «UIDB/04011/2020»

Creativity as a basis for entrepreneurship

Mestrado em Economia e Gestão de Ciência, Tecnologia e InovaçãoO presente estudo procura alcançar os seguintes objetivos: identificar possíveis indicadores de criatividade; classificar diferentes cenários de empreendedorismo tendo em conta o tipo de economias; compreender a forma como a criatividade impacta sobre o empreendedorismo dentro de um enquadramento com condições realistas, tais como a riqueza e a população dos países. A análise foi elaborada através de uma perspetiva ?macro?, analisando e comparando países. As hipóteses foram testadas através da combinação de dados provenientes do Global Innovation Index e do Global Entrepreneurship Monitor, entre os anos 2014 e 2017. Os resultados ofereceram suporte empírico para a relação entre a criatividade e o empreendedorismo. Dados de indicadores de criatividade, tais como Ativos Intangíveis, Bens e Serviços Criativos e Criatividade Online foram igualmente correlacionados com dados de empreendedorismo.Por último, as variáveis de Criatividade foram testadas nos cenários de necessidade e oportunidade de empreendedorismo.This study aims to accomplish some specific goals: to identify possible accurate indicators for creativity, and possible ways to construct them; to classify different scenarios for entrepreneurship according to the type of economy; to understand how creativity impacts in entrepreneurship regarding to realistic conditions, such as wealth and population of the countries. The analysis was elaborated over a "macro" perspective, regarding to countries and comparisons between countries. The hypotheses were tested through the combination of data from the Global Innovation Index and the Global Entrepreneurship Monitor, between the years of 2014 and 2017. The results provided empirical support for the relations between creativity and entrepreneurship. Pillars of Creativity, such as Intangible Assets, Creative Goods and Services and Online Creativity were also correlated with Entrepreneurship and some conclusions were achieved. Moreover, the relations between creativity and its pillars and the scenarios of necessity and opportunity of entrepreneurship were equally analyzed.info:eu-repo/semantics/publishedVersio

Individual differences in semantic priming and inhibitory control predict performance in the Remote Associates Test (RAT)

Creative thinking is a complex cognitive ability that requires the combination and integration of information in the memory to produce original ideas. Previous creativity research has suggested that semantic memory, attentional focus or inhibitory control might be engaged when performing creativity tasks. In the present study, we tested whether stronger global attention, larger semantic priming and better ability to inhibit interfering information were related to performance in a creativity task such as the Remote Associate test (RAT). With this aim, 124 participants performed a lexical decision task in which the degree of semantic association (strong and weak) was manipulated. They also performed Navon's global-local task, in which global precedence and global/local interference indexes were calculated, and an adapted selective retrieval procedure from which an inhibition index was obtained. The results indicated that better creative performance was predicted by larger semantic priming between strong associates and by larger inhibitory effects, while attentional style was not associated with performance in the RAT. These findings support the role of semantic activation and inhibition during creativity

Digital Creativity Support for Original Journalism

The decline in circulations and revenues resulting from the digitalization of news production and consumption has led to a crisis in journalism.Journalists have less time to research, investigate and write original stories, leading to problems for our democratic processes and holding the powerful to account. This paper reports the architecture, features and rationale for new digital creativity support designed to support journalists to discover more original angles onstories. It also summarises the evaluation of the tool’s use in 3 newsrooms

Do Multicultural Experiences and Biculturalism Promote Creativity in International Students?

The 2009–2010 academic school year in the United States boasted a record number of enrolled international students. An estimated 690,923 students attended universities and colleges across the country (Open Doors, 2011). World markets and educational systems have become more connected and internationally focused. As a result, academic settings around the globe now encourage students to step beyond what is culturally familiar in order to become creative, knowledgeable, and competitive graduates. An empirical study by Maddux and Galinsky (2009) provides pioneering data that supports the connection of increased creativity through extended multicultural experiences. Individuals who are able to effectively incorporate customs from their home culture with that of the host culture are known as bicultural. The present study used an exploratory approach to provide additional information concerning the relationship between creativity and the variables that contribute to biculturalism (i.e. multilingualism, country of origin\u27s cultural orientation, time lived in the U.S). The link between creativity achievements as a result of proper adjustment (i.e. acculturative stress, GPA, social support, multicultural campus involvement) was also investigated. Information was obtained from 122 international student participants. Sample ages ranged from 17 to 40 and represented 39 countries of origin. Information was collected through the completion of survey packets that contained the Creative Achievement Questionnaire (CAQ; Carson, Peterson, & Higgins, 2005), the Duncker Candle insight problem (1945, Karl Duncker), the Vancouver Index of Acculturation (VIA; Ryder, Alden, & Paulhus, 2000), the Acculturative Stress Scale for International Students (ASSIS; Sandhu & Asrabadi, 1994), and a modified version of Social Support (Koeske & Koeske, 1989, 1993). Results from the study did not support the majority of initial assumptions. Key predictor variables such as multilingualism and acculturation strategy were not influential on creativity success. More specifically, the acculturation strategy did not account for variances beyond other factors as predicted. Significant findings concerned the length of time lived abroad and insight problem solving. Participants who lived in the United States for longer periods had greater success solving the Duncker Candle insight problem. Results indicated that students from collectivistic cultural backgrounds (loose and tight) had lower self-reports of creativity on the CAQ and were not successful in solving the Duncker Candle insight problem. In terms of gender, female participants were least associated with correct responses to the Duncker Candle insight problem. Indicators of student success were negatively correlated with acculturative stress. Students who generally indicated higher levels of stress were least successful on the Duncker Candle measure of insight creativity. Overall, the study provided support for the relationship between insight problem solving and time lived abroad. The present study paves the way for future research that compares creativity measures and factors of biculturalism

Disentangling Achievement Orientation and Goal Setting: Effects on Self-Regulatory Processes

Creativity has been underscored as a key factor to organizational adaptability and competitiveness in today\u27s rapidly changing business environment. Designing as well as managing work environments that facilitate creativity have therefore received growing attention, resulting in a multitude of research examining the social-psychological work environment. Few studies, however, have focused on the contribution of the physical work environment to supporting creativity in the workplace. This study focuses on the role of the physical environment in supporting creativity in organizations by identifying specific physical features and attributes of the work environment perceived to promote or inhibit creativity. The research design compares four organizations publicly acclaimed for their innovative social-psychological work environments, but which are distinctly different in terms of the physical work environment. Quantitative and qualitative data were collected by means of survey questionnaires [N = 1 30). Results indicate that the physical work environment exerts indirect influence on creativity by contributing to two significant social-psychological conditions that are conducive to creativity, namely dynamism and freedom. The study specifies attributes of the physical work environment perceived to be positively and negatively associated with both of these conditions

Teacher evaluation of the impact of The Imagineerium education project on the creativity of individual students : the Trowsdale Index of teacher observation of student creativity

In order to evaluate the impact of The Imagineerium, a 10-week educational project, teachers were asked to observe and rate the behaviour of a pilot sample of 135 participating students both at the beginning and at the end of the 10-week period. Scores recorded on the seven-item Trowsdale Index of Teacher Observation of Student Creativity (TITOSC) showed a significant increase between time one and time two. In order to test the reproducibility of these findings the same index was employed a year later in a replication study among 139 students. On this occasion also, scores recorded on the seven-item Trowsdale Index of Teacher Observation of Student Creativity showed a significant increase between time one and time two. These data support the effectiveness of educational experience in enhancing teacher perception of creativity displayed by individual students