Peers’ ideas enhance creativity in collaborative design

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-04-07 DOI:10.1016/j.learninstruc.2025.102134

Zhongling Pi , Yuan Yang , Xin Zhao , Xiying Li , Sirui Chen

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引用次数: 0

Abstract

Background

Engaging students in collaborative engineering design activities has become increasingly popular in the field of design education. Numerous studies suggest that exposure to peers’ ideas can inspire students and enhance their creativity.

Aims

This study investigates the impact of the timing of idea exposure on students’ design processes and creativity within a collaborative engineering design setting.

Sample

A total of 67 undergraduate students were randomly assigned to one of two conditions: those exposed to a peer's idea before sharing their own ideas (Early Exposure condition), and those exposed to a peer's idea after sharing their own ideas (Late Exposure condition).

Methods

This study employed Eye tracking and screen recording to capture students’ design processes. An independent samples T-test was conducted to examine differences in creativity, time-course analysis was employed to investigate fluctuations in fixation duration over time, and lag sequential analysis was used to identify differences in behavioral patterns between the two conditions.

Results

The study's findings revealed that exposure to a peer idea after sharing one's own significantly enhances student creativity in a collaborative design context. This exposure increased certain behavioral sequences, which are crucial in design activities. Furthermore, students' fixation duration on a peer's ideas mediated the relationship between the timing of idea exposure and the feasibility of their artifacts.

Conclusions

The current study enriches our understanding of how exposure to a peer idea influences student design processes and creativity within a collaborative design context.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.