{"title":"Development of a virtual reality creative enhancement system utilizing haptic vibration feedback via electroencephalography","authors":"Ling Wu, Shuxin Wang","doi":"10.1007/s10639-024-13051-w","DOIUrl":null,"url":null,"abstract":"<p>Contemporary technological advancements offer new possibilities for enhancing user creativity. We aimed to explore how technology can boost student creativity to meet the twenty-first century’s demand for innovative talent. Based on the 4P model of creativity (person, process, product, and press) and constructivist theory, a virtual reality (VR) creative enhancement system was designed, developed, and evaluated. The study recruited 47 participants, randomly assigned to either the experimental group (23 participants) using a VR system with haptic vibration feedback via electroencephalography (EEG) or the control group (24 participants) using a standard VR system. Participants’ creative performance, attention level, motivation, and cognitive load were assessed. The data were analysed using analysis of variance (ANOVA) as the statistical approach. The findings revealed that participants in the experimental group exhibited superior outcomes compared with those in the control group in terms of creative performance, attention level, and cognitive load. However, no significant difference was observed in motivation, with the control group scoring slightly higher. Our findings suggest that changing the learning environment, improving attention, reducing cognitive load, and setting up activities involving invention can effectively enhance students’ creative performance. This study provides a new technologically supported approach to creativity education, with potential applications for cultivating innovative talent in higher education.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"39 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-13051-w","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Contemporary technological advancements offer new possibilities for enhancing user creativity. We aimed to explore how technology can boost student creativity to meet the twenty-first century’s demand for innovative talent. Based on the 4P model of creativity (person, process, product, and press) and constructivist theory, a virtual reality (VR) creative enhancement system was designed, developed, and evaluated. The study recruited 47 participants, randomly assigned to either the experimental group (23 participants) using a VR system with haptic vibration feedback via electroencephalography (EEG) or the control group (24 participants) using a standard VR system. Participants’ creative performance, attention level, motivation, and cognitive load were assessed. The data were analysed using analysis of variance (ANOVA) as the statistical approach. The findings revealed that participants in the experimental group exhibited superior outcomes compared with those in the control group in terms of creative performance, attention level, and cognitive load. However, no significant difference was observed in motivation, with the control group scoring slightly higher. Our findings suggest that changing the learning environment, improving attention, reducing cognitive load, and setting up activities involving invention can effectively enhance students’ creative performance. This study provides a new technologically supported approach to creativity education, with potential applications for cultivating innovative talent in higher education.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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