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Creativity can be evaluated from learners’ internal motivation and learning outcomes. Implementation of innovative teaching methods by teachers can increase students’ learning motivation. In this study, convenience sampling was employed to select 54 students from a packaging design course; they were randomly grouped into 12 creative teams. Design t...
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... they start from understanding problems, and then proceed to the steps of problem inspiration, ideation, and implementation [24]. Currently, most teachers simplify the conception process within design thinking into five major steps: empathy, definition, ideation, prototyping, and testing [25] (Figure 1). In various fields, the production and accumulation of knowledge originate from activities. ...
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... The ideas generated by projection-based AR sessions are more creative and of higher quality than those caused by conventional or handheld AR sessions. Using convenience sampling, Yang et al. [24] selected 54 students from a packaging design class. After that, we split them into 12 different groups based on their level of creativity. ...
Nowadays, a wide variety of labels of items are widely available, and human consumption is increasingly tailored to meet their individual needs. So, many businesses are starting to focus on improving the functionality of modern packaging. Sensorial paradigms and emotional reactions could change during the user-product interaction lifecycle. The designer's emotional imagination and past experiences are the backbone of conventional product package design, which has limitations due to unmanageable content and an absence of professional advice—the majority of previous research on emotional image analysis aimed to forecast the most common viewer emotions. Since the feelings a picture evokes are quite individual and vary from viewer to viewer, this overarching feeling isn't always enough for practical uses. The research presented an approach to packaging design evaluation based on image emotion perception computing (PDE-IEPC), which combines emotion perception technology with a deep LSTM (Long short-term model), resulting in an immersive and dynamic experience for the human senses. Emotion Perception Computing's Dynamic Multi-task Hypergraph Learning (DMHL) approach considers graphical data, social context, spatial evolution, and location, among other criteria, to evaluate packaging designs efficiently based on their emotional impact. Image-Emotion-Social-Net is a large dataset used to evaluate multidimensional and categorical attitude representation. The dataset is sourced from Flickr and contains over 1 million images presented by over 9000 users. Personalized emotion categorization is an area where research on this dataset shows that the suggested strategy outperforms many modern techniques. The experimental results show that the proposed method achieves a high packaging design quality rate of 94.1 %, a performance success rate of 97.5 %, and a mean square error rate of 2 % compared to other existing methods.
... This is in line with prior research showing that flow plays a role especially in creative and innovative work processes, in which various antecedents favoring flow can be found. For example, the method of design thinking can promote flow, as a study by Yang and Hsu showed [36]. In addition, it was confirmed that flow is experienced in activities like planning, problem solving, and evaluation tasks [25]. ...
Flow experience is a state of complete absorption while performing an optimally challenging and enjoyable task. It is often experienced at work—both in the form of individual and team flow—and can have a positive effect on performance and well-being. However, start-up founders’ work situation differs from that in established companies, facing not only great autonomy but also new challenges, uncertainty, and risks. It can be assumed that flow also provides benefits in start-ups, however, this has not yet been examined in depth and the factors that may operate differently in start-ups in comparison to other work contexts have not yet been explored in detail. Using a qualitative research approach, 21 founders from different industries were interviewed. Enhancing and inhibiting factors of flow and team flow as well as consequences for the founders and the start-up in general were examined and structured with the help of a qualitative content analysis. A variety of contexts was identified in which founders experienced flow and team flow. Various factors on the individual, task-related and organizational sphere were found to be perceived as promoting or hindering flow and team flow, e.g. well-being, autonomy or the environment. The findings regarding the consequences of flow and team flow show that these mainly are very desirable states for founders, e.g. leading to better results, progress or team processes. Only few negative consequences were identified, e.g. perfectionism. Thus, it is helpful to foster flow in the start-up context. Possible approaches derived from the participants’ statements to this could be, for example, to design flow-promoting environments or participation in specific workshops.
... "In the teaching, the method gets to know users and define user demands through stages, so as to trigger students' creativity and inspiration and motivate them to quickly present creative ideas with a prototype" (Tu et al., 2018, p.3). Then, the ideas are tested and developed (Yang & Hsu, 2020). ...
The aim of the research is to examine the effect of the designing online courses using the design thinking model on the creative self-efficacy of preservice teachers. For this purpose, the effect of using the design thinking model in course design on the creative self-efficacy of the students, the level of students' realization of the steps of the design thinking model and the creative self-efficacy according to the level of applying the design thinking model were examined. Araştırmaya farklı bölümlerde öğrenim gören 142 öğretmen adayı katılmıştır. Single Group Pre-Test-Post-Test Model was used in the research. As a result of the research, it was determined that the creativity and self-efficacy of the students developed as a result of the education process and online lesson plan design based on the design thinking model. In addition, it has been determined that students have completed at moderate level all steps of the design thinking model-empathize, define, ideate, prototype, test. The creative self-efficacy of the students does not differ according to the level of application of the design thinking model.
... Packaging is an aspect that has an essential role in companies to implicitly explain the details of the products to be sold. The main point explains how consumers are interested in consuming because of the cognitive transformation process of packaging in terms of color and other features (Yang & Hsu 2020). Packaging with specific characteristics following consumer perceptions will be more attractive to consumers and give a positive impression compared to similar products belonging to competitors, with packaging less attractive to consumer perceptions (López et al. 2022). ...
... Some scholars have also put forward innovative and interesting viewpoints on the influence of the curriculum setting, proving the important role of the practices of teachers and teacher support. For example, a dialog-style teaching method presented by two teachers makes the classroom more like a drama performance, which can make students focus better on class ; the higher the level of simulation of real-world scenarios in practical courses, the timelier the feedback provided, and the more likely students are to experience flow (Yoo and Kim, 2018); a humorous climate can increase the frequency of flow experiences (Bartzik et al., 2021); the application of advanced teaching models and concepts in classroom teaching can make students more willing to devote themselves to learning and have more fun (Yang and Hsu, 2020). Some scholars have also studied the influence of task difficulty factors on flow in the classroom. ...
... Noel and Liub (2017) examined the effects of design-based learning and designoriented thinking in the education of primary school children. In their study, Yang and Hsu (2020) integrated TOD into the packaging design course of the Visual Communication Design Department, and determined the differences in creative self-efficacy and flow experience between the student groups with high and low creativity tendencies. In addition, design thinking increased the self-efficacy of low creativity tendencies students, and improved the creativity of all students. ...
Design Thinking is a collaborative, interdisciplinary, innovative, creative, problem-solving and human-centered process for creating user-oriented products, services or experiences. Because of its ability to foster creativity and innovation, it is applied in the fields of industry, business, engineering, technology and education by applying an empathetic, flexible and iterative approach. Along with the search for a teaching strategy for the acquisition of 21st century skills, there has been an intense and broad interest in Design Thinking applied in education in recent years. Since the design thinking approach is similar to the content of the theoretical and practical applications of the artistic production process, art and design thinking are related concepts. The study aimed to determine the interaction between design thinking and art and also the development of an individual’s design thinking skills through art education. As a result of the literature review; by examining the relationship between art and design-oriented thinking, it has been evaluated common and influence sides each other with art education, and the ability to develop design thinking skills through art education is also determined and discussed. The paper also presents some evaluations and recommendations about raising productive individuals with design-oriented thinking through effective art education.
... Namely, flow occurs when an individual fully focuses with complete concentration, optimal enjoyment and interest, while engaging in an activity which is challenging for the given required skills of the specific person (Erhel & Jamet, 2019). Flow is used to express a person's feelings during a creative activity, and the stronger the flow, the more fun the person is having (Yang & Hsu, 2020). In recent years, flow theory has been widely used in various contexts, such as the workplace (Rivkin et al., 2016;Xanthopoulou et al., 2017), education (Shernoff et al., 2003;Wu et al., 2020Wu et al., , 2021, marketing (Mao et al., 2020), sports (Jackson & Marsh, 1996), online activities (Wu & Chang, 2005;Yan et al., 2013), and quality of life (Hirao et al., 2012). ...
The wide-spread novel coronavirus disease (Covid-19) has posed severe challenges to people’s life especially their life style. Due to the residential confinement contingency, people were restricted in their study, work and leisure within constrained residential community. The physical environment of residential community therefore became the main activity place and it thus played a significant role for facilitating inhabitants’ daily activities and influencing community identity. Based on the eudaimonic identity theory, this study explored how the spatial dimensions of perceived residential environment quality (PREQ), activity experience (i.e., flow) and social capital, would impact on urbanities’ residential community identity during Covid-19. Results from 508 Chinese residential inhabitants analyzed via structural equation modeling suggested that: a better degree in the spatial dimensions of PREQ would predict a stronger community identity; flow and social capital mediated the relationship between the spatial dimensions of PREQ and the inhabitants’ community identity. The implications of such accounts for our understanding of community identity are then discussed, considering the important meaning of the relationships between people and the perceived physical properties of their residential place.
... The teaching outcomes of the case study showed that DT enhanced students' practical experiences, learning motivations, teamwork, and customer orientation. In a subsequent study, Yang and Hsu (2020) studied the influence of DT on the students' creative self-efficacy and flow experience in a packaging design course at the Ming Chi University of Technology. The study employed a pretest-posttest experimental design with a convenience sample of 54 students in 12 creative teams. ...
The objective of this research is to show how to design, implement, and establish how and why the Design thinking-based innovative teaching method is more effective. Following an action research method, a design thinking-based innovative pedagogy was introduced among the first-year postgraduate media students to teach a few modules of the course 'Television and Video Production'. An ill-defined story idea for an animated sci-fi television series was presented to student groups, and they were asked to develop upon the idea as well as provide some creative solutions to the problems. The entire activity was carried out in five different stages, such as Empathize, Define, Ideate, Prototype, and Test. At the end of the activity, the effectiveness of design thinking as an innovative method was analyzed. The findings suggest that design thinking was effective in imparting 21st-century skills, such as empathy, critical thinking, problem-solving, collaboration, creativity, and innovation.
... Some scholars have also put forward innovative and interesting viewpoints on the influence of the curriculum setting, proving the important role of the practices of teachers and teacher support. For example, a dialog-style teaching method presented by two teachers makes the classroom more like a drama performance, which can make students focus better on class (Wang et al., 2021); the higher the level of simulation of real-world scenarios in practical courses, the timelier the feedback provided, and the more likely students are to experience flow (Yoo and Kim, 2018); a humorous climate can increase the frequency of flow experiences (Bartzik et al., 2021); the application of advanced teaching models and concepts in classroom teaching can make students more willing to devote themselves to learning and have more fun (Yang and Hsu, 2020). Some scholars have also studied the influence of task difficulty factors on flow in the classroom. ...
Creative role identity is an important antecedent of innovative behaviors. Both the mechanism of how external factors and individual factors affect the formation of creative role identity and details of this process have yet to be discovered. Based on data collected from 226 students in 6 classes at a university in Guangdong during the development of innovative projects, the influence of innovation climate on the students’ creative role identity, especially the mediating effect of flow, was investigated. The results show that the innovation climate has a positive impact on creative role identity and that flow plays a partial mediating role in this relationship.
... Thus, the bridge between learning and action is a core element of social transformation, as argued by [25]. Several authors have found this perspective in design thinking, which requires a metacognitive approach to cope with design, societal, or environmental challenges [8,[52][53][54][55][56][57]. ...
Teacher education for sustainable development (ESD) is faced with continuing unsustainability trends, which require deep and enduring social transformation. Transformative learning is a possible solution to facilitating reflection on the cognitive and socio-emotional processes underpinning students’ learning towards sustainability. The purpose of this paper is to investigate students’ perceptions of, and experiences with, technology-enhanced self-directed learning and design thinking as possible moderators of transformative learning in order to advance the concept and practice of teacher ESD. These perceptions and experiences are represented by 225 pedagogical and non-pedagogical students from the University of Ljubljana, asked to respond anonymously to three online questionnaires in May and June 2021. Findings indicate that strengthening the transformative aspect of ESD in pre-service teachers requires the consideration of critical reflection, self-awareness, risk propensity, holistic view and openness to diversity, and social support. Moreover, self-directed learning was found to be a moderator for transformative learning among pre-service science teachers, while design thinking was evenly developed among transformative learning for both low- and high-ability students, no matter the study programme. The conditioning factors and explanatory arguments for these results are also discussed.
