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Examining creativity through a virtual reality support system

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Abstract

This study explores the effects of immersive VR on an individual’s creativity and factors related to creativity including flow, attention and meditation (i.e., mental relaxation or stress). Sixty undergraduate students were invited to participate in an open-ended challenge to design a wearable technology functioning as a smart phone individually, either in the immersive VR condition (N = 30) or in the paper-and-pencil condition (N = 30). Surveys and electroencephalography (EEG) measurements were used to collect data. Findings showed that the participants in the immersive VR condition had higher quality creative products than those in the paper-and-pencil condition. The sequence analysis of the participants’ EEG brainwaves also showed that the participants in the immersive VR condition maintained a more stable focus or attention, while those in the paper-and-pencil condition were more relaxed. Research results led to a deeper understanding of using a VR support system for individual creativity. Recommendations for the design and application of an immersive VR creativity support system are discussed.

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Authors and Affiliations

  1. Institute of Curriculum and Instruction, East China Normal University, Shanghai, China

    Xiaozhe Yang

  2. Department of Learning Technologies, University of North Texas, 3940 North Elm Street, DP G150, Denton, TX, 76207, USA

    Lin Lin & Xue Yang

  3. Department of Engineering Science, National Cheng Kung University, Tainan, Taiwan

    Pei-Yu Cheng & Yueh-Min Huang

  4. Institute of Curriculum and Instruction, East China Normal University, Shanghai, China

    Youqun Ren

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Yang, X., Lin, L., Cheng, PY. et al. Examining creativity through a virtual reality support system. Education Tech Research Dev 66, 1231–1254 (2018). https://doi.org/10.1007/s11423-018-9604-z

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