In human–computer co-creativity, humans and creative computational algorithms create together. Too often, only the creative algorithms and their outcomes are evaluated when studying these co-creative processes, leaving the human participants to little attention. This paper presents a case study emphasising the human experiences when evaluating the use of a co-creative poetry writing system called the Poetry Machine. The co-creative process was evaluated using seven metrics: Fun, Enjoyment, Expressiveness, Outcome satisfaction, Collaboration, Ease of writing, and Ownership. The metrics were studied in a comparative setting using three co-creation processes: a human–computer, a human–human, and a human–human–computer co-creation process. Twelve pupils of age 10–11 attended the studies in six pairs trying out all the alternative writing processes. The study methods included observation in paired-user testing, questionnaires, and interview. The observations were complemented with analyses of the video recordings of the evaluation sessions. According to statistical analyses, Collaboration was the strongest in human–human–computer co-creation, and weakest in human–computer co-creation. Ownership was just the opposite: weakest in human–human–computer co-creation, and strongest in human–computer co-creation. Other metrics did not produce statistically significant results. In addition to the results, this paper presents the lessons learned in the evaluations with children using the selected methods.

中文翻译：

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人机共创过程的经验评估——在实践中规划和进行评估

在人机协同创造中，人类和创造性的计算算法一起创造。在研究这些共同创造过程时，往往只评估创造性算法及其结果，而很少关注人类参与者。本文介绍了一个案例研究，强调了在评估使用名为 Poetry Machine 的共同创作诗歌写作系统时的人类经验。共同创造过程使用七个指标进行评估：乐趣、享受、表现力、结果满意度、协作、易于写作和所有权。使用三种共创过程在比较环境中研究了这些指标：人机、人机和人机共创过程。12 名 10-11 岁的学生分六对参加了研究，尝试了所有替代的写作过程。研究方法包括配对用户测试、问卷调查和访谈中的观察。观察结果与对评估会议视频记录的分析相辅相成。根据统计分析，协作在人机共创中最强，在人机共创中最弱。所有权恰恰相反：人机共创最弱，人机共创最强。其他指标没有产生具有统计意义的结果。除了结果之外，本文还介绍了在使用所选方法对儿童进行评估中学到的经验教训。根据统计分析，协作在人机共创中最强，在人机共创中最弱。所有权恰恰相反：人机共创最弱，人机共创最强。其他指标没有产生具有统计意义的结果。除了结果之外，本文还介绍了在使用所选方法对儿童进行评估中学到的经验教训。根据统计分析，协作在人机共创中最强，在人机共创中最弱。所有权恰恰相反：人机共创最弱，人机共创最强。其他指标没有产生具有统计意义的结果。除了结果之外，本文还介绍了在使用所选方法对儿童进行评估中学到的经验教训。