ABSTRACT

Idea generation in interactive learning environments requires the consideration of the interactivity and materiality aspects of creativity. In educational robotics, idea generation is mediated through a technological object in a process allowing us to observe the three main components of divergent thinking: fluency, flexibility, and originality. Nevertheless, divergent thinking assessment has been mainly evaluated in the last decades through semantic idea generation tasks such the Alternative Uses Test (AUT), asking participants to write different uses for familiar objects. In our study, we aimed to analyze differences in the three divergent thinking components (fluency, flexibility, and originality) through the AUT as a semantic task and through an educational robotic task that engaged the participants in building their ideas interactively. Results show that the creative components are strongly correlated within but not between the two tasks, leading us to consider the differences in the creative processes engaged when generating ideas through building with robotic objects. The role of affordances in idea generation through educational robotics is discussed as an important difference to consider in the evaluation of creativity in interactive learning environments.

摘要

交互式学习环境中的想法生成需要考虑创造力的交互性和实质性方面。在教育机器人中，想法的产生是通过一个过程中的技术对象来介导的，使我们能够观察发散思维的三个主要组成部分：流畅性、灵活性和原创性。然而，过去几十年来，发散思维评估主要通过语义想法生成任务（例如替代用途测试（AUT））进行评估，要求参与者为熟悉的物体写出不同的用途。在我们的研究中，我们旨在通过 AUT 作为语义任务和通过教育机器人任务（让参与者交互式地构建自己的想法）来分析三个发散思维成分（流畅性、灵活性和原创性）的差异。结果表明，两个任务内部的创意成分密切相关，但两者之间没有很强的相关性，这使我们考虑到通过使用机器人物体进行构建来产生想法时所涉及的创意过程的差异。讨论了通过教育机器人技术提供的想法生成中的作用，作为评估交互式学习环境中的创造力时需要考虑的重要差异。