Designing computer-based training for creativity: an examination of learner control, feedback, and creative personal identity
Date
2009
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Abstract
Increasing employee creativity is important for organizational innovation and survival in increasingly adaptive markets. Computer-based training is a popular trend in most organizations, yet little research has examined how to design computer-based creativity training. The present study applied cognitive evaluation theory to guide the design of a computer-based creativity training program. It was hypothesized that by offering participants learner control and feedback, their intrinsic motivation and creativity on brainstorming exercises would increase. Two hundred and forty-one college students participated in a two-hour online training program about the creative problem solving process. A 3 X 2 ANOVA design was used with feedback and learner control as factors. Participants either had no learner control over the training program, or received learner control over pacing and type of example viewed. In addition, participants either received no feedback, regular performance feedback, or performance feedback paired with strategy advice. Although hypotheses about learner control and feedback were not supported due to training administration factors, the study did support the importance of perceived self-determination and perceived competence in predicting intrinsic motivation for creative training exercises. In addition, creative personal identity emerged as an important variable to include in future investigations, as it related to perceived competence, intrinsic motivation, and creative performance. Suggestions for adjustment to administration factors, future areas of research, and contributions of the study are also discussed.
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Subject
computer-based
computer-based training
creativity
feedback
identity
learner control
online
training
educational technology