Logo image
Back
Preliminary Results of a Pilot Study of Students' Phenomenological and Psychophysiological Reactions in Engineering Design
Conference proceeding   Open access

Preliminary Results of a Pilot Study of Students' Phenomenological and Psychophysiological Reactions in Engineering Design

Jennifer S. Atchison, Christine Chesebrough, Lutfi Agartan, Aaron Herbert Bernard, Jen Katz-Buonincontro and Evangelia G. Chrysikou
2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023
25 Jun 2023
DOI: https://doi.org/10.18260/1-2--43949
url
https://doi.org/10.18260/1-2--43949View
Published, Version of Record (VoR) Open Open Access (License Unspecified)

Abstract

Engineering Education
Student assessments of their own creative thinking during engineering design reveals a possible disconnect between creativity-based curricula and students’ phenomenological experiences of their creative performance in the classroom. Among the factors that may account for this effect relates to the consequences of instructor or peer feedback for students’ creative thinking. Research that has examined the precise circumstances under which feedback can be beneficial or detrimental to student creativity is scarce. In this study, we used a novel multimethod paradigm to capture, using objective (psychophysiological), as well as phenomenological (self-report) measures the potential impact of different kinds of feedback for creativity. Senior engineering design students were randomly assigned to anticipate one of three types of feedback (faculty, peer, self-reflection) upon completion of solving an engineering design problem. Self-report measures of affect, believes about creativity, as well as objective measurements of stress response to feedback captured by electrodermal responses, were collected. Our results revealed variations in skin conductance response, self-report measures, and novelty ratings of the participants’ creative output, as assessed by an independent rater as a function of anticipated feedback. We highlight how these results contribute important knowledge toward understanding the role of feedback for creativity in the classroom.

Metrics

8 Record Views

Details

Logo image