Now showing 1 - 3 of 3
  • Publication
    Shifting between modes of thought: a domain-general creative thinking skill?
    (KIE Conference Publications, 2016-06-24) ; ; ;
    The darker shades of creativity have recently attracted great interest because negative and malevolent creativity are found in multiple domains. It is easier to conceive of creative acts that meet negative goals as uncreative, primarily because of their immor-al and unethical nature. However, a complete understanding of the creativity construct may be obtained by assessing it within a valenced framework, wherein each compo-nent of creativity is positive or negative. In this qualitative account of malevolent creativity, we review manifestations of such creativities in the contexts of art, science, and technology. That is, original and subjectively useful actions taken by actors in each of these domains, which meet negative goals, with the deliberate intent to harm another individual or society at large. First, a brief review of literature in the areas of dark, negative, and malevolent creativity is presented. Second, qualitative accounts of malevolent creativity in art (forgery), science (academic dishonesty), and technology (cybercrime) are analyzed through D. H. Cropleys (2010) framework integrating valence and Rhodes (1961) four Ps model of creativity. Each domain is first exam-ined independently; subsequently, attempts are made to identify commonalities under-lying malevolent creative behaviours across domains. Suggestions for future research in this emerging subfield of creativity are provided.
      137
  • Publication
    The Mode Shifting Index (MSI): A new measure of the creative thinking skill of shifting between associative and analytic thinking
    (Elsevier, 2017-03) ;
    Shifting between associative and analytic modes of thought appears to be a key thinking skill for creativity, enabling one to both generate and evaluate creative ideas. However, there currently exists no ready self-report means of assessing mode shifting. We developed a novel self-report measure of mode shifting, the Mode Shifting Index, (MSI) to fulfil this need. The MSI was administered to a sample (N = 332) comprising a group from a recognized area of creative endeavour requiring design skills, architecture, and two control groups from non-design domains, specifically medicine and other professionals and university students. MSI items were answered with respect to two different contexts: mode shifting on ones university course or within ones work (professional context) and outside of university or work in everyday life (everyday context). Principal components analyses revealed two components in each context: metacognitive awareness of shifting and shifting competence. Metacognitive awareness of shifting demonstrated validity by successfully capturing the increase in awareness of mode shifting expected from the architecture group relative to the two control groups. This effect was only reported within the professional context and architects themselves reported increased awareness of shifting in their professional compared to their everyday context. These findings suggest that awareness of shifting could be a learned skill that can be selectively increased within a context in which it is particularly useful to shift, that is when engaged in a creative endeavour. The MSI shows promise as a tool for both furthering our understanding of and assessing mode shifting.
      377Scopus© Citations 22
  • Publication
    Using an industry-ready AR HMD on a real maintenance task: AR benefits performance on certain task steps more than others
    This paper presents a novel evaluation of an industry-ready HMD for delivering AR work instructions in a real-life, industrial procedure for novice users. A user study was performed to examine the potential benefits and limitations of a dynamic 3D virtual model and AR text instructions, delivered through an optical see through HMD, for training users in a new industry procedure (i.e., Yaw Motor Servicing of a wind turbine). Measures of task accuracy and completion time were used to evaluate the performance of one group of mechanical engineering students performing this procedure for the first time guided by AR compared to a second group performing it using a tablet-delivered instruction manual. Results showed AR improved accuracy but not speed of task completion. AR significantly increased accuracy on one specific task-step in the procedure, namely measurement of a thin air gap (see figure 1, left panel), but also showed limitations with other task-steps not benefitting or even being slowed down by AR (see figure 1, right panel). Findings speak to the importance of incorporating an analysis at the level of individual task steps in order to fully evaluate AR work instructions.
      514Scopus© Citations 17