References
Knobelsdorf, M., & Romeike, R.. (2009). Creativity as a pathway to computer science. ACM SIGCSE Bulletin
Plain numerical DOI: 10.1145/1597849.1384347
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“The study presented in this paper explores characteristics of creativity and the question whether creativity forms a possible pathway into the field of computer science (cs). for this purpose, we analyze computing experiences of students majoring in cs and bioinformatics. the study is part of two research projects exploring creativity in cs education and students’ pathways to cs.”
Abram, J., Peitgen, H. O., Jurgens, H., & Saupe, D.. (2007). Chaos and Fractals (New Frontiers of Science). The Mathematical Gazette
Plain numerical DOI: 10.2307/3620111
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“For almost 15 years chaos and fractals have been riding a wave that has enveloped many areas of mathematics and the natural sciences in its power, creativity and expanse. traveling far beyond the traditional bounds of mathematics and science to the distant shores of popular culture, this wave captures the attention and enthusiasm of a worldwide audience. the fourteen chapters of this book cover the central ideas and concepts of chaos and fractals as well as many related topics including: the mandelbrot set, julia sets, cellulair automata, l- systems, percolation and strange attractors. each chapter is closed by a ‘program of the chapter’ which provides computer code for a central experiment. two appendices complement the book. the first, by yuval fisher, discusses the details and ideas of fractal images and compression; the second, by carl j.g. evertsz and benoit mandelbrot, introduces the foundations and implications of multifractals”
Verstijnen, I. M., Hennessey, J. M., Van Leeuwen, C., Hamel, R., & Goldschmidt, G.. (1998). Sketching and creative discovery. Design Studies
Plain numerical DOI: 10.1016/S0142-694X(98)00017-9
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“In the search for helpful computer tools for sketching in the early phases of design, the approach was taken to experimentally study sketching behaviour. in two series of experiments two mental processes revealed themselves as essential in the creative process: restructuring and combining. these two processes are in turn influenced by expertise in sketching and individual creativity. in this article each of the factors: combining, restructuring, expertise and creativity, will be separately highlighted with respect to their impact on sketching behavior. finally, on the basis of these results conclusions are drawn for computerized sketching aids. © 1998 elsevier science ltd. all rights reserved.”
Thagard, P., & Stewart, T. C.. (2011). The AHA! experience: Creativity through emergent binding in neural networks. Cognitive Science
Plain numerical DOI: 10.1111/j.1551-6709.2010.01142.x
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“Many kinds of creativity result from combination of mental representations. this paper provides a computational account of how creative thinking can arise from combining neural patterns into ones that are potentially novel and useful. we defend the hypothesis that such combinations arise from mechanisms that bind together neural activity by a process of convolution, a mathematical operation that interweaves structures. we describe computer simulations that show the feasibility of using convolution to produce emergent patterns of neural activity that can support cognitive and emotional processes underlying human creativity.”
Colton, S., & Wiggins, G. A.. (2012). Computational creativity: The final frontier?. In Frontiers in Artificial Intelligence and Applications
Plain numerical DOI: 10.3233/978-1-61499-098-7-21
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“Notions relating to computational systems exhibiting creative behaviours have been explored since the very early days of computer science, and the field of computational creativity research has formed in the last dozen years to scientifically explore the potential of such systems. we describe this field via a working definition; a brief history of seminal work; an exploration of the main issues, technologies and ideas; and a look towards future directions. as a society, we are jealous of our creativity: creative people and their contributions to cultural progression are highly valued. moreover, creative behaviour in people draws on a full set of intelligent abilities, so simulating such behaviour represents a serious technical challenge for artificial intelligence research. as such, we believe it is fair to characterise computational creativity as a frontier for ai research beyond all others—maybe, even, the final frontier.”
Burkhardt, J.-M., & Lubart, T.. (2010). Creativity in the Age of Emerging Technology: Some Issues and Perspectives in 2010. Creativity and Innovation Management
Plain numerical DOI: 10.1111/j.1467-8691.2010.00559.x
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“As noted by edmonds and candy (2005), creativity has been a relatively new research area in computer science and espe- cially in the field of human-computer interac- tion, as compared to how this subject has been well established in the areas of psychology, social science and management science. this special section of creativity and innovation management on creativity and technology gives us the opportunity to examine some of the most recent evolutions that link the two areas from both a research and a practical perspective.”
Apiola, M., Lattu, M., & Pasanen, T. A.. (2010). Creativity and intrinsic motivation in computer science education
Plain numerical DOI: 10.1145/1822090.1822147
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“This paper describes our teaching experiment at the university of helsinki, where the aim was to investigate a possibility to provide a learning environment supporting a combination of creativity, intrinsic motivation and the use of robots to bring constructionism into computer science (cs) education. to put the ideas into practice we developed a pilot course targeted at intermediate-level cs students. the learning objectives were not strict, but instead the attendees could participate in setting them and also take part in designing future uses of robots in cs1 and cs2 courses. there was no teaching in the traditional sense, but instead we arranged workshops based on creativity-enhancing working methods.”
Burleson, W.. (2005). Developing creativity, motivation, and self-actualization with learning systems. International Journal of Human Computer Studies
Plain numerical DOI: 10.1016/j.ijhcs.2005.04.007
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“Developing learning experiences that facilitate self-actualization and creativity is among the most important goals of our society in preparation for the future. to facilitate deep understanding of a new concept, to facilitate learning, learners must have the opportunity to develop multiple and flexible perspectives. the process of becoming an expert involves failure, as well as the ability to understand failure and the motivation to move onward. meta-cognitive awareness and personal strategies can play a role in developing an individual’s ability to persevere through failure, and combat other diluting influences. awareness and reflective technologies can be instrumental in developing a meta-cognitive ability to make conscious and unconscious decisions about engagement that will ultimately enhance learning, expertise, creativity, and self-actualization. this paper will review diverse perspectives from psychology, engineering, education, and computer science to present opportunities to enhance creativity, motivation, and self-actualization in learning systems. © 2005 published by elsevier ltd.”
Liu, X., Li, Y., Pan, P., & Li, W.. (2011). Research on computer-aided creative design platform based on creativity model. Expert Systems with Applications
Plain numerical DOI: 10.1016/j.eswa.2011.02.032
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“Since existing computer-aided creative design systems have various limitations, so based on the guiding ideology of human-machine cooperation, the factors that affect the creativity of a designer are analyzed from cognitive psychology point of view and a creativity model for individual designers is established. through analysis of the creativity model, the mechanism of how computer support tool affects a designer’s creativity and its major elements are identified. in terms of the characteristics of product design, incorporating cognitive science, information technology and design technology, a creative product design method and cognitive principles that such computer support tool should follow are presented. a preliminary prototype software system of computer-aided design for product innovation was developed, whose main function is to aid the designer’s creative behavior, instead of the automation of conceptual design. finally, an instance is given to demonstrate the practicability and validity of the prototype system. © 2011 published by elsevier ltd.”
Simon, S. J.. (2007). Computer models of musical creativity. Journal of the American Society for Information Science and Technology
Plain numerical DOI: 10.1002/asi.20610
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“Computer models of musical creativity.”
Hsiao, H. S., Chang, C. S., Lin, C. Y., & Hu, P. M.. (2014). Development of children’s creativity and manual skills within digital game-based learning environment. Journal of Computer Assisted Learning
Plain numerical DOI: 10.1111/jcal.12057
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“In this study, we developed a digital game-based learning (dgbl) system, called the toes, to foster students’ creativity. fifty-one fifth-grade students from two classes in a public school in taipei, taiwan, were recruited and consented to participate. both classes consisted of students with mixed abilities studying a foundation unit entitled ‘electrical science’ in a natural science course. one class was chosen to be the experimental group (eg) and the other class was the control group (cg). the goal of this study was to examine how different instructional strategies (i.e., traditional instruction and instruction using digital games) affected the students’ creativity and their performance on manual skills. the analytical results indicated that the students’ creativity and their performance on manual skills displayed positive growth when they were involved in acquiring knowledge and resolving tasks in a dgbl environment, which fostered their creativity and facilitated the generation of flow experiences. moreover, there were three interesting findings related to the use of dgbl: (1) the toes was an effective learning tool for cultivating the students’ creativity; (2) there was a positive effect of creativity and their performance of manual skills; and (3) the toes accelerated the improvement of practical behaviors regarding manual skills. highlights: we design a digital game with creativity called the toes. we prove differences in creativity and manual skills between traditional classroom and digital game-based environment. students were able to achieve better learning performances in dgbl environment. dgbl facilitates the generation of flow experience. © 2014 john wiley & sons ltd.”
Jordanous, A.. (2012). A Standardised Procedure for Evaluating Creative Systems: Computational Creativity Evaluation Based on What it is to be Creative. Cognitive Computation
Plain numerical DOI: 10.1007/s12559-012-9156-1
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“Computational creativity is a flourishing research area, with a variety of creative systems being produced and developed. creativity evaluation has not kept pace with system development with an evident lack of systematic evaluation of the creativity of these systems in the literature. this is partially due to difficulties in defining what it means for a computer to be creative; indeed, there is no consensus on this for human creativity, let alone its computational equivalent. this paper proposes a standardised procedure for evaluating creative systems (specs). specs is a three-step process: stating what it means for a particular computational system to be creative, deriving and performing tests based on these statements. to assist this process, the paper offers a collection of key components of creativity, identified empirically from discussions of human and computational creativity. using this approach, the specs methodology is demonstrated through a comparative case study evaluating computational creativity systems that improvise music. © 2012 springer science+business media, llc.”
Cennamo, K., Douglas, S. A., Vernon, M., Brandt, C., Scott, B., Reimer, Y., & McGrath, M.. (2011). Promoting creativity in the computer science design studio
Plain numerical DOI: 10.1145/1953163.1953344
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“Revolutionary advances in technologies will require computer science professionals who are able to develop innovative software solutions. in order to identify techniques that can lead students to creative insights in their work, we have conducted an ethnographic study of the studio method as enacted in architecture, industrial design (id), and human-computer interaction (hci) classes. our analysis of the activities conducted during studio critiques revealed that while the id and architecture studios had a primary focus on experimentation, the primary emphasis of the hci studios was on idea refinement. in this paper, we describe four barriers to creative thought observed in the hci classrooms and identify ways that the architecture and id instructors helped students to overcome similar challenges.”
Salgian, A., Nakra, T. M., Ault, C., & Wang, Y.. (2013). Teaching creativity in computer science
Plain numerical DOI: 10.1145/2445196.2445238
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“In this paper, we describe how a multidisciplinary undergraduate course in conducting robots becomes a venue for fostering creativity and teaching strategies for creativity enhancement. we perform a number of creativity measurements and explain our results in the context of creativity research.”
Candy, L.. (1997). Computers and creativity support: Knowledge, visualisation and collaboration. Knowledge-Based Systems
Plain numerical DOI: 10.1016/S0950-7051(97)00008-7
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“This paper is concerned with research into creativity and how it might inform our understanding of knowledge-based computer support. aspects of creativity research are explored and two case studies by the author are described. the implications of knowledge-intensive work including visualisation and collaboration for computer support are discussed. finally, future research directions that combine the aims, objectives and techniques of both the artificial intelligence and human-computer interaction communities are outlined. © 1997 elsevier science b.v.”
Madden, M. E., Baxter, M., Beauchamp, H., Bouchard, K., Habermas, D., Huff, M., … Plague, G.. (2013). Rethinking STEM education: An interdisciplinary STEAM curriculum. In Procedia Computer Science
Plain numerical DOI: 10.1016/j.procs.2013.09.316
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“The state university of new york at potsdam, with support from lockheed martin, has developed a multidisciplinary program intended to foster creative thinking by combining studies in the arts, humanities, and stem fields. the college has a long tradition of innovative education in the arts, natural and social sciences, computer science, and mathematics. this ‘steam’ approach will support the development of versatile professionals for the evolving workplace. to develop this program, a team of steam faculty members examined existing literature on the development of creativity as well as multidisciplinary models in industry, business, and education. through academic restructuring of traditional educational models, this curriculum will be at the forefront of engaging learners in team-based multidisciplinary problem solving through mentoring, learning communities, research projects, and partnerships with outside agencies. the program is a model for the education of scientists who will be able to create innovations in modern science and technology necessary to address the complex problems facing human society. © 2013 the authors. published by elsevier b.v.”
Advanced Computer Science and Information Technology. (2011)
Plain numerical DOI: 10.1007/978-3-642-24267-0
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“This study proposes a type of individual creativity model that is comprised of knowledge network structure and creative process. knowledge network structure represents degree centrality and structural holes that are driven by interactions among members in organization. in this model, we assume that individuals would yield different performances by complicated network structures. on the other hand, creative process includes exploration and exploitation. while exploitation is regarded as the existing solution, exploration is the development of new solutions. to validate our proposed model, we contacted the seven largest system integration companies in south korea. then, we collected the questionnaires of 73 members and their recently organized 7 teams, and analyzed the data by structural equation model. our study found that degree centrality and structural holes significantly influence exploitation and exploration. moreover, our results show that exploitation significantly has an effect on exploration, and both exploitation and exploration influence individual creativity positively. © 2011 springer-verlag.”
