Choosing creativity: the role of individual risk and ambiguity aversion on creative concept selection in engineering design
Choosing creativity: the role of individual risk and ambiguity aversion on creative concept selection in engineering design
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选择创造力：个体风险和模糊厌恶对工程设计创意概念选择的作用
DOI：
10.1007/s00163-015-0212-1
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发表时间：
2016
影响因子：
3.2
通讯作者：
Miller, Scarlett R.
中科院分区：
文献类型：
--
作者：
Toh, Christine A.;Miller, Scarlett R.
虽然创造力通常被视为工程设计不可或缺的品质，但由于与创造性概念相关的固有风险以及对创造力的无意偏见，个人在概念选择过程中经常选择传统或以前成功的选项。然而，很少有人知道，实际上是什么因素的促进或过滤这些创意概念在概念选择。为了解决这一知识差距，进行了探索性研究与38名本科工程专业学生。本研究旨在探讨在概念选择过程中，个体风险厌恶、模糊厌恶和学生教育水平对创意选择和过滤的影响。研究结果表明，个体产生创意的能力与其在概念选择过程中对创意的偏好没有显著相关，但个体的风险厌恶和模糊厌恶与创意概念选择和创意产生都有显著相关。我们的研究结果还表明，一年级和三年级的学生的创造性能力的影响不同程度的容忍歧义。这些结果突出了需要一个更有针对性的重点在工程教育中的概念创造和概念选择的创造力。这些结果也增加了我们对概念选择过程中创造力的理解，并为加强设计过程提供了指导。
While creativity is often seen as an indispensable quality of engineering design, individuals often select conventional or previously successful options during the concept selection process due to the inherent risk associated with creative concepts and their inadvertent bias against creativity. However, little is actually known about what factors attribute to the promotion or filtering of these creative concepts during concept selection. To address this knowledge gap, an exploratory study was conducted with 38 undergraduate engineering students. This study was aimed at investigating the impact of individual risk aversion, ambiguity aversion, and student educational level on the selection and filtering of creative ideas during the concept selection process. The results from this study indicate that individuals’ ability to generate creative ideas is not significantly related to their preference for creative ideas during concept selection, but individual risk aversion and ambiguity aversion are significantly related to both creative concept selection and creative idea generation. Our results also revealed that first- and third-year students’ creative ability is affected differently by varying levels of tolerance for ambiguity. These results highlight the need for a more directed focus on creativity in engineering education in both concept creation and concept selection. These results also add to our understanding of creativity during concept selection and provide guidelines for enhancing the design process.
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