• Science of Emotion and Sensibility
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• v.10 no.3
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• pp.433-441
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• 2007

Creativity has very important significance to children. Although active researches and educations on other studies (for instance, mathematics, science, logics, music, etc) are being done, evaluation or development on children's creativity in design is very inadequate. Therefore, this study is a basic research to develop evaluation to judge design creativity of children as an incipient stage of educational method development to develop children's creativity in design. Evaluation categories (originality - novelty/fun, practicality-function/possibility) that can evaluate design creativity of children were drawn out based on documentary records, and as the results or performing experimental research to figure out correlativity between creativity of idea and design creativity targeting children in second grade of elementary school, subordinate provinces of idea's creativity related to design creativity were fluency and elaboration. However, it does not mean that fluency and delicacy are the only subordinate provinces of idea's creativity related to design creativity, but they are more influential compared to other provinces (creativity, abstractness of title, and resistance to premature closure) This study is to prepare basic framework of educational method to improve design creativity education of children, and has its meaning to complement what are lacked in design creativity through the educational method.

• Science of Emotion and Sensibility
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• v.11 no.4
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• pp.481-488
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• 2008

This study examined the relationship of what kind of creative thinking has related factors for emotion design products in order to let consumers focusing on the successful cases of emotion products. For the design creativity attribute used in this experiment, the design evaluation creativity tools revealed by Kim Eun-Ju's 2007 design creativity evaluation tool development were used mostly and of the 12 most common emotion products and general product, MP3s, which have various forms, functions and sizes were selected as the target for experiment. Results of the experiment showed that for design creativeness items of all emotional products, vision creation, favorableness, convenience, practicality and being purchasable were relevant, while for MP3, uniqueness, favorableness and convenience were relevant. Accordingly, the common features of design creativeness items for emotional products were identified. When summing up the contents of the two experiments above, for emotional designs, the interest level of uniqueness for the design creativity evaluation items and the functional items for practicality had a high level of relativity. Therefore, there is a need to examine the common features between the design creativity items for general products other than MP3s in the future.

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.15-27
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• 2020

In the design process that focuses on problem solving, in general, two or three barriers to design creativity appear at the same time and are linked to increase difficulty. Because the design problem always arises in unusual, unique, weird, and difficult to define, it is not possible to extract the correct answer through the formula and the answer is always plural. This study aims to present solutions and prove their effectiveness as a follow-up study that seeks to overcome the representative obstacles to design creativity discussed in the previous study. To this end, a qualitative study was conducted to find solutions to the obstacles suggested in the previous study and to devise key solutions(creativity development cards). At the same time, a quantitative research methodology using experiments and statistical analysis was adopted. After grasping the core characteristics of an object using the creativity development card, it was able to approach the creative solution by utilizing the reductive analysis of the original such as transformation of the core characteristics, reconsideration of essential problems and intentional differentiation. As a result, it was confirmed that the proposed solutions were effective not only as a method of overcoming the barriers to design creativity, but also in improving creativity.

• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.1047-1057
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• 2014

The purpose of this study is to create design education program for enlightenment of creativity in young child. We studied preschool education professionals for perspective of design education in young child. So the study contents of our paper are design education for enlightenment of creativity in young child. Preschool education professionals recognized that design education work unsystematic manner in present education program. They recognized the important factor for enlightenment of creativity in young chid. They need a relevant and contents for design education issues. Our studies show that they realized an absence of the perception of design education and design education professionals for young child. They could not distinguish between the conventional art activities and design activities. So they required a design teaching aids. We realized that they are respond to the design education in young child positively. Our study states that preschool education professionals need a contents of design education and development of a relevant programs for young child.

• Archives of design research
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• v.19 no.5 s.67
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• pp.43-54
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• 2006

Creativity is an essential ability for a successful design task, mainly because design is an activity creating something new. As the sphere of design has expanded and become complex, the design task goes beyond an individual designer's capability. Therefore, it is necessary to organize a design team consisting of various team members with diverse expertises. The aim of this study is to find out the impact of fundamental attributes of members on the group creativity in order to establish a guideline for building a creative design team. Heterogeneous teams and homeogenous teams were created according to three main factors of group creativity namely, personality, field and experience. The group creativity of each team were evaluated through protocol analysis of design activities as well as the comparison of problem solving processes and outputs. It was identified that the impact of design teams on the group creativity was distinctively different in four phases of the design process (preparation, divergence, convergence, and execution) regarding creativity properties such as fluency, elaboration, originality, usefulness. Based on these findings, a schematic model for building a design team in order to enhance the group creativity by composing the most appropriate team members for each phases of the design process was developed.

• Journal of Digital Convergence
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• v.14 no.8
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• pp.441-451
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• 2016

The purpose of this study is to analyze the trend of spatial design education focusing on creativity based on design process. In this research, the theoretical frame of design process focused on creativity was organized and the trend of creativity education study in the spatial design and other design sectors was compared and analyzed. As a result of the research, the creativity education study of spatial design analyzed such a result showed the relatively low frequency, many of studies related to formative expression of idea. On the contrary, the creativity education of other design sectors is related to overall process the most, the major contents were represented as a creativity enhancement eduction through the conversion with other sectors, the utilization of study method and theology and the utilization of IT technology. The result of this study suggests that more various attempts are required for the spatial design education and that the attempts should orient the conversion between science and art, humanity and science and the integrated access of digital and analogue.

• The Journal of the Korea Contents Association
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• v.9 no.6
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• pp.126-133
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• 2009

This study examined the relationship of what kind of creative thinking has as factors for emotion design products for consumers focusing on the successful cases of emotion products. For the design creativity attribute used in this experiment, the design evaluation creativity tools revealed in Kim Eun-Ju's 2007 design creativity evaluation tool development were used mostly MP3s, which have various forms, functions and sizes were selected as the target for experiment. Results of the experiment showed that for design creativeness items for MP3 as single products, uniqueness, favorableness and convenience were relevant. Accordingly, the common features of design creativeness items for emotional products were identified. According to the result, for emotional designs, the interest level of uniqueness for the design creativity evaluation items and the functional items for practicality had a high relativity. Therefore, there is a need to examine the common features between the design creativity items for products other than MP3s in the future.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.351-360
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• 2017

The purpose of this study is to analyze the effect of SW education applying design thinking on the creativity of elementary school pre-service teachers. We conducted research on 22 elementary school pre-service teachers who applied for a lecture on elementary computer education at a university in Jeju city. The pre-service teachers who did not have basic understanding of SW education and basic knowledge about scratch program which is an EPL tool for research. Therefore, we had time to learn the basic education of SW education and the basic functions of the scratch program over 18 periods before the pre-test of creativity. After conducting pre-test of creativity and conducting SW education applying design thinking over 21 hours, we conducted post-test of creativity. As a creativity test tool, TTCT pattern test forms A and B of Torrance were used. As a result of the verification, it was found that SW education applying design thinking was effective in improving creativity of elementary school pre-service teachers.

• The Journal of the Korea Contents Association
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• v.16 no.4
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• pp.275-288
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• 2016

A decision tree analysis was performed by categorizing the idea sketches produced in the group environment into three different levels of visual stimuli ambiguity (vague, ambiguous, and definite) and two idea-sharing situations (before and after). We then examined the predicted values for the creativity of each group's idea sketches, the factors that led to high creativity scores, and their standards. The results of the analyses indicated that the Resistance to Premature Closure, Originality, Elaboration, ness, and Similarity represented important predictors of the creativity of design idea sketches according to the level of ambiguity of the visual stimuli used and whether ideas were shared or not. The group presented with vague stimuli after sharing ideas scored the highest predicted creativity value and the group presented with definite stimuli after sharing ideas scored the lowest predicted creativity value.

• The Journal of the Korea Contents Association
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• v.13 no.12
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• pp.672-679
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• 2013

Creativity is the thinking ability and the expression of new image by imagination as a problem recognition and way of solution. This study aims to search for the creativity theory of body movement and to analyze the creativity factor. According to the study, the creativity of body movement needs four steps: movement awareness, movement design, movement discovery and movement use. The use of new image through self-perception and self concept brings about a creative improvement in the problem recognition and its resolution function. In conclusion, the creativity of body movement means the infinity of body movement as 'the third energy' and 'the flexibility of flow' by interaction.