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creativity</title> <meta name="description" content="Search results for: culture and creativity"> <meta name="keywords" content="culture and creativity"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="culture and creativity"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4035</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: culture and creativity</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4035</span> Building Organisational Culture That Stimulates Creativity and Innovation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ala%20Hanetite">Ala Hanetite </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this article is to present, by means of a model, the determinants of organisational culture which influence creativity and innovation. A literature study showed that a model, based on the open systems theory and the work of Schein, can offer a holistic approach in describing organisational culture. The relationship between creativity, innovation and culture is discussed in this context. Against the background of this model, the determinants of organisational culture were identified. The determinants are strategy, structure, support mechanisms, behaviour that encourages innovation, and open communication. The influence of each determinant on creativity and innovation is discussed. Values, norms and beliefs that play a role in creativity and innovation can either support or inhibit creativity and innovation depending on how they influence individual and group behaviour. This is also explained in the article. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=organisational%20culture" title=" organisational culture"> organisational culture</a> </p> <a href="https://publications.waset.org/abstracts/14816/building-organisational-culture-that-stimulates-creativity-and-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14816.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">591</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4034</span> Creative Culture to Innovative Culture: Transformal Operation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peer%20M.%20Sathikh">Peer M. Sathikh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creativity and innovation have become an important phenomenon today, whose potential is being realized through the success of Apple, Google/Android, Nike, Virgin, Dyson and other multinationals that are a household name today. Creativity and Innovation are, many times, used interchangeably, causing confusion as to what each represents and are capable of. Attempts to understand creativity and innovation clearly point to the difference, and at the same time, inter-dependency of one on the other. The assumption that having more creative personnel in a team will translate into innovation sooner or later seems generally counterproductive. What helps define the role of creativity and innovation in an organization and how can one build an innovative team? This paper points to the importance of understanding creative culture and innovation culture in order to bring about the desired innovation outcome and proposes a means to transform one to another as ideas move from mere ideas to useful innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20culture" title=" creative culture"> creative culture</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20culture" title=" innovation culture"> innovation culture</a>, <a href="https://publications.waset.org/abstracts/search?q=transformal%20operators" title=" transformal operators"> transformal operators</a> </p> <a href="https://publications.waset.org/abstracts/58838/creative-culture-to-innovative-culture-transformal-operation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4033</span> Factors Affecting the Effectiveness of Management Creativity Using Theory Planned Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Basheer%20Ahmad%20Al-Alwan">Basheer Ahmad Al-Alwan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Ratib%20Al-Awamreh"> Ali Ratib Al-Awamreh</a>, <a href="https://publications.waset.org/abstracts/search?q=Badar%20Saif%20Alhatmi"> Badar Saif Alhatmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The success of organizations in today's rapidly changing business landscape greatly hinges on the effectiveness of management creativity. This research aimed to uncover the elements influencing the effectiveness of management creativity by employing the Theory of Planned Behavior. The study's findings indicate that two significant predictors of management creativity effectiveness are one's attitude towards it and the subjective norms within the organization. Such results are rather important for the organizations and their leaders who would want to increase management creativity. The attitudes of subordinates towards management creativity should be positive if managers wish to cultivate management creativity among their employees, and the organizational culture must also be one that enhances and supports creative thinking. They should also make available all the requisite resources and support required for the implementation of their creative ideas and let employees participate in the decision-making processes in order to increase their sense of control over their creative activities. This research contributes to the literature on managerial creativity by presenting evidence about the effectiveness of managerial creativity and the strategies aimed at increasing the level of creativity in organizations through empirical insights. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=management%20creativity" title="management creativity">management creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes" title=" attitudes"> attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20norms" title=" subjective norms"> subjective norms</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20behavioral%20control" title=" perceived behavioral control"> perceived behavioral control</a> </p> <a href="https://publications.waset.org/abstracts/193897/factors-affecting-the-effectiveness-of-management-creativity-using-theory-planned-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193897.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">8</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4032</span> Senior Management in Innovative Companies: An Approach from Creativity and Innovation Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juan%20Carlos%20Montalvo-Rodriguez">Juan Carlos Montalvo-Rodriguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Felipe%20Espinosa-Cristia"> Juan Felipe Espinosa-Cristia</a>, <a href="https://publications.waset.org/abstracts/search?q=Pablo%20Islas%20Madariaga"> Pablo Islas Madariaga</a>, <a href="https://publications.waset.org/abstracts/search?q=Jorge%20Cifuentes%20Valenzuela"> Jorge Cifuentes Valenzuela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article presents different relationships between top management and innovative companies, based on the developments of creativity and innovation management. First of all, it contextualizes the innovative company in relation to management, creativity, and innovation. Secondly, it delves into the vision of top management of innovative companies, from the perspectives of the management of creativity and innovation. Thirdly, their commonalities are highlighted, bearing in mind the importance that both approaches attribute to aspects such as leadership, networks, strategy, culture, technology, environment, and complexity in the top management of innovative companies. Based on the above, an integration of both fields of study is proposed, as an alternative to deepen the relationship between senior management and the innovative company. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=top%20management" title="top management">top management</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20firm" title=" innovative firm"> innovative firm</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a> </p> <a href="https://publications.waset.org/abstracts/115529/senior-management-in-innovative-companies-an-approach-from-creativity-and-innovation-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115529.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4031</span> An Entrepreneurial Culture Led by Creativity and Innovation: Challenges and Competencies for Sri Lanka as a Middle Income Country</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tissa%20Ravinda%20Perera">Tissa Ravinda Perera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An open economic policy was introduced by Sri Lanka in 1977, before many other countries in Asia to align her economy to world economic trends and it was affected indigenous businesses since they had to compete with foreign products, processes, technology, innovations and businesses. The year 2010 was a milestone in Sri Lankan history to achieve the developmental goals when Foxbuisness rated Sri Lanka as the best performing global economy. However, Sri Lanka missed her chances of achieving development with the political and social chaos, consequent the regime change in 2015. This paper argues that to support the development of the country, Sri Lanka must develop an entrepreneurial culture. In this endeavor, creativity and innovation will play a pivotal role to achieve the desired level of development. In this study, it was used secondary data from various local and international sources to understand and explore the existing scenario of Sri Lankan economy, state of entrepreneurial culture and innovation, and challenges and competencies for the development of an entrepreneurial culture in Sri Lanka. The data was collected from secondary sources were depicted in tables in this paper in a meaningful manner. Based on the tables many findings were aroused and conclusions were made to support the argument in this paper. This paper revealed that the development of an entrepreneurial culture has to be associated with creativity and innovation to gain a competitive advantage over the development strategies of other countries. It is exposed that an entrepreneurial culture will help minorities, women and underprivileged societies to empower themselves. This product will help to confront and manage youth unrest which has created anarchy in the country from time to time. Throughout this paper, it was highlighted the past, present and future scenario of Sri Lankan economy along with modification to be done to it through the development of an entrepreneur culture in light of innovation and creativity to achieve the desired level of development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economy" title="economy">economy</a>, <a href="https://publications.waset.org/abstracts/search?q=industry" title=" industry"> industry</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20culture" title=" entrepreneurial culture"> entrepreneurial culture</a> </p> <a href="https://publications.waset.org/abstracts/98890/an-entrepreneurial-culture-led-by-creativity-and-innovation-challenges-and-competencies-for-sri-lanka-as-a-middle-income-country" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98890.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4030</span> Conceptualizing Creative Leadership and Collaborative School Culture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zaidatol%20Akmaliah%20Lope%20Pihi">Zaidatol Akmaliah Lope Pihi</a>, <a href="https://publications.waset.org/abstracts/search?q=Suhaida%20Abd.%20Kadir"> Suhaida Abd. Kadir</a>, <a href="https://publications.waset.org/abstracts/search?q=Keetanjaly%20Arivayagan"> Keetanjaly Arivayagan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lately in educational organization, voluminous studies accentuate the momentous of leadership in mobilizing creativity. Creativity skill is seen as one of the important skills required for the 21st century leadership, which is also known as the tool for creative leader’s mind in engaging and stimulating ideas to execute outcomes. Hence, leaders should create an opportunity by involving every employee and stakeholders in schools to contribute their ideas towards developing creative solutions to enhance school productivity. The focal point of this article is to offer a conceptual framework on creative leadership practices among school leaders towards collaborative school culture. Intensive reviews of literature will be used in the fields of creative leadership and school culture with the aim to nurture leaders into better leaders and encourage collaborative school culture. The framework contributes a new shed on the implication of creative leadership practices and collaborative school culture. It also will contribute a new theory development and offered suggestions for follow up research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20leadership" title="21st century leadership">21st century leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20leadership" title=" creative leadership"> creative leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20culture" title=" school culture"> school culture</a> </p> <a href="https://publications.waset.org/abstracts/68659/conceptualizing-creative-leadership-and-collaborative-school-culture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68659.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4029</span> Entrepreneurial Creativity in Socio-Economic Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Czarczynska">Anna Czarczynska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creativity is taken as a requirement for a personal anti-fragile career path in the context of regional competitive advantage in the terms of socio-economics creative environment. At the personal level, the competence and value-based approach to creativity are proposed, is an elaboration of the resource-based view of the group of individuals selected from given country. Entrepreneurial creativity competence (measured by the Schein anchor questionnaire) is based on an independent way of thinking and empowerment presents one aspect of creative capability, however quickly verified by the market, that’s why we treat this as a basic exemplification of average creative attitude combine with the entrepreneurial attitude. This introductory instrument enables further scientific research based on the same group in the context of multi-cultural external creative or the non-creative environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=value-based%20approach" title=" value-based approach"> value-based approach</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20culture" title=" regional culture"> regional culture</a> </p> <a href="https://publications.waset.org/abstracts/97407/entrepreneurial-creativity-in-socio-economic-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97407.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4028</span> The Effect of Mood and Creativity on Product Creativity: Using LEGO as a Hands-On Activity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaewmart%20Pongakkasira">Kaewmart Pongakkasira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines whether construction of LEGO reflects affective states and creativity as the clue to develop effective learning resources for classrooms. For this purpose, participants are instructed to complete a hands-on activity by using LEGO. Prior to the experiment, participants’ affective states and creativity are measured by the Positive and Negative Affect Schedule (PANAS) and the Alternate Uses Task (AUT), respectively. Then, subjects are asked to freely combine LEGO as unusual as possible versus constraint LEGO combination and named the LEGO products. Creativity of the LEGO products is scored for originality and abstractness of titles. It is hypothesized that individuals’ mood and creativity may affect product creativity. If so, there might be correlation among the three parameters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective%20states" title="affective states">affective states</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=hands-on%20activity" title=" hands-on activity"> hands-on activity</a>, <a href="https://publications.waset.org/abstracts/search?q=LEGO" title=" LEGO"> LEGO</a> </p> <a href="https://publications.waset.org/abstracts/56595/the-effect-of-mood-and-creativity-on-product-creativity-using-lego-as-a-hands-on-activity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56595.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4027</span> Technology and Digitalization Enhance the Religious Culture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Liu">N. Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=K.Miao"> K.Miao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigates novel methods to enhance people’s experience in religious culture through technology and digitization. This stage focuses on promoting Taiwanese culture regarding traditional religion. There are three primary research areas in this research field, namely the cultural and creative industry, digitalization, and digital games and cultural cognition. The research is designed based on mixed methodologies, which consist of two experiments. In Experiment I, experts who have religious and cultural background are being interviewed for qualitative data. The suggestions and opinions obtained from this experiment provide a deeper understanding of Taiwanese religious culture. In Experience II, quantitative approach is being adopted. This includes a survey among the younger generation in Taiwan to give a broader look at peoples’ thought about experiencing religious cultures with digitalization. This research allows us to determine the people’s interest in the digitalization of culture. It will help us to combine technology, culture, creativity, industrial, and cultural promotion. Including the design of applications, serious games, and immersive technology. This study shows that technology and digitalization can be used to help people to understand a traditional culture better. The outcome of this research can help designers and developers related to the cultural creativity industries by providing results on people’s interest regarding culture across three vital aspects: 1. Their attitude regarding the education of culture. 2. Their attitude regarding the promotion of culture. 3. Their attitude regarding the information on culture. In addition, this research will help designers who wish to implement cultural elements into their works. It also has great benefits for associations, governments, or individuals who try an innovative way of cultural perversion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture%20heritage" title="culture heritage">culture heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20games" title=" digital games"> digital games</a>, <a href="https://publications.waset.org/abstracts/search?q=digitalization" title=" digitalization"> digitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20religious%20culture" title=" traditional religious culture"> traditional religious culture</a> </p> <a href="https://publications.waset.org/abstracts/156470/technology-and-digitalization-enhance-the-religious-culture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156470.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4026</span> An Investigation Into an Essential Property of Creativity, Which Is the First-Person Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ukpaka%20Paschal">Ukpaka Paschal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Margret Boden argues that a creative product is one that is new, surprising, and valuable as a result of the combination, exploration, or transformation involved in producing it. Boden uses examples of artificial intelligence systems that fit all of these criteria and argues that real creativity involves autonomy, intentionality, valuation, emotion, and consciousness. This paper provides an analysis of all these elements in order to try to understand whether they are sufficient to account for creativity, especially human creativity. This paper focuses on Generative Adversarial Networks (GANs), which is a class of artificial intelligence algorithms that are said to have disproved the common perception that creativity is something that only humans possess. This paper will then argue that Boden’s listed properties of creativity, which capture the creativity exhibited by GANs, are not sufficient to account for human creativity, and this paper will further identify “first-person phenomenological experience” as an essential property of human creativity. The rationale behind the proposed essential property is that if creativity involves comprehending our experience of the world around us into a form of self-expression, then our experience of the world really matters with regard to creativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=GANs" title=" GANs"> GANs</a>, <a href="https://publications.waset.org/abstracts/search?q=first-person%20experience" title=" first-person experience"> first-person experience</a> </p> <a href="https://publications.waset.org/abstracts/150960/an-investigation-into-an-essential-property-of-creativity-which-is-the-first-person-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150960.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4025</span> The Level of Administrative Creativity and Its Obstacles From the Point of View of Workers in Youth Centers in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Basheer%20Ahmad%20Al-Alwan">Basheer Ahmad Al-Alwan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to assess the extent of administrative creativity and identify its barriers from the perspective of employees working in youth centers in Jordan. The sample comprised 156 individuals employed in youth centers within the Hashemite Kingdom of Jordan. Data collection involved the utilization of two measures: the administrative creativity scale and the obstacles to administrative work scale. Correlation and stepwise multiple regression analyses were conducted. The findings revealed a high level of administrative creativity, as indicated by a mean score of 3.82 and a standard deviation of 0.51. Furthermore, statistically significant gender-based differences in administrative creativity were observed, favoring males, with a mean score of 3.32 for males compared to 2.91 for females. The results also demonstrated statistically significant differences in the level of administrative creativity based on experience, with the highest mean score observed for individuals with 5 to less than 10 years of experience. Regarding the obstacles to administrative creativity, the findings revealed an average level, with a mean score of 2.86 and a standard deviation of 0.791. Based on these results, the study recommends the promotion of a culture of creativity among employees and the provision of a broader scope of authority to foster an environment conducive to administrative creativity. Additionally, it suggests offering training courses encompassing the annual plan for these centers and minimizing obstacles that hinder the creative process among employees in Jordanian youth centers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=administrative%20creativity" title="administrative creativity">administrative creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=obstacles" title=" obstacles"> obstacles</a>, <a href="https://publications.waset.org/abstracts/search?q=workers%20in%20youth%20centers" title=" workers in youth centers"> workers in youth centers</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a> </p> <a href="https://publications.waset.org/abstracts/174224/the-level-of-administrative-creativity-and-its-obstacles-from-the-point-of-view-of-workers-in-youth-centers-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4024</span> The Case for Creativity in the Metaverse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20van%20der%20Merwe">D. van der Merwe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the environment and associated media in which creativity is expressed transitions towards digital spaces, that same creativity undergoes a transition from individual to social forms of expression. This paper explores how the emerging social construction collectively called ‘The Metaverse’ will fundamentally alter creativity: by examining creativity as a social rather than individual process, as well as the mimetic logic underlying the platforms in which this creativity is expressed, a crisis in identity, commodification and social programming is revealed wherein the artist is more a commodity than their creations, resulting in prosthetic personalities pandering to an economic logic driven by biased algorithms. Consequently the very aura of the art and creative media produced within the digital domain must be re-assessed in terms of its cultural and exhibition value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aura" title="aura">aura</a>, <a href="https://publications.waset.org/abstracts/search?q=commodification" title=" commodification"> commodification</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=metaverse" title=" metaverse"> metaverse</a>, <a href="https://publications.waset.org/abstracts/search?q=mimesis" title=" mimesis"> mimesis</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20programming" title=" social programming"> social programming</a> </p> <a href="https://publications.waset.org/abstracts/193881/the-case-for-creativity-in-the-metaverse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4023</span> The Impact of Drama Education on Creativity Development at Preschool Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vladim%C3%ADra%20Horn%C3%A1%C4%8Dkov%C3%A1">Vladimíra Hornáčková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper points out at the importance of creativity development in children of preschool age and analyses certain conditions and pedagogical principles which should be respected during the development of creativity in kindergartens. Research survey focuses on the development of creativity reflection at children in kindergartens at preschool age and based on a test of creativity it compares creativity of children in experimental and control groups. The goal is to find out if there are any differences among children in experimental and control classrooms in kindergartens; wherein experimental groups, there is preschool education with the use of drama education while in control groups there is not. On the basis of certain aspects, the gained data is compared through descriptive methods and correlations. Research results refer to reserves in creativity development in modern pre-primary education in the context of implemented and expected changes in didactic approach in the education of kindergartens. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschool%20child" title="preschool child">preschool child</a>, <a href="https://publications.waset.org/abstracts/search?q=drama%20in%20education" title=" drama in education"> drama in education</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20of%20creativity" title=" test of creativity"> test of creativity</a> </p> <a href="https://publications.waset.org/abstracts/48398/the-impact-of-drama-education-on-creativity-development-at-preschool-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48398.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4022</span> Innovation Mechanism in Developing Cultural and Creative Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liou%20Shyhnan">Liou Shyhnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Chia%20Han%20Yang"> Chia Han Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to investigate the promotion of innovation in the development of cultural and creative industries (CCI) and apply research on culture and creativity to this promotion. Using the research perspectives of culture and creativity as the starting points, this study has examined the challenges, trends, and opportunities that have emerged from the development of the CCI until the present. It is found that a definite context of cause and effect exist between them, and that a homologous theoretical basis can be used to understand and interpret them. Based on the characteristics of the aforementioned challenges and trends, this study has compiled two main theoretical systems for conducting research on culture and creativity: (i) reciprocal process between creativity and culture, and (ii) a mechanism for innovation involving multicultural convergence. Both theoretical systems were then used as the foundation to arrive at possible research propositions relating to the two developmental systems. This was respectively done through identification of the theoretical context through a literature review, and interviews and observations of actual case studies within Taiwan’s CCI. In so doing, the critical factors that can address the aforementioned challenges and trends were discovered. Our results indicated that, for reciprocal process between creativity and culture, we recognize that culture serves as creative resources in cultural and creative industries. According to shared consensus, culture provides symbolic meanings and emotional attachment for products and experiences offered by CCI. Besides, different cultures vary in their effects on creativity processes and standards, thus engendering distinctive preferences for and evaluations of the creative expressions and experiences of CCIs. In addition, we identify that creativity serves as the engine for driving the continuation and rebirth of cultures. Accounting for the core of culture, the employment of technology, design, and business facilitates the transformation and innovation mechanism for promoting culture continuity. In addition, with cultural centered, the digital technology, design thinking, and business model are critical constitutes of the innovation mechanism to promote the cultural continuity. Regarding cultural preservation and regeneration of local spaces and folk customs, we argue that the preservation and regeneration of local spaces and cultural cultures must embody the interactive experiences of present-day life. And cultural space and folk custom would regenerate with interact and experience in modern life. Regarding innovation mechanism for multicultural convergence, we propose that innovative stakeholders from different disciplines (e.g., creators, designers, engineers, and marketers) in CCIs rely on the establishment of a cocreation mechanism to promote interdisciplinary interaction. Furthermore, CCI development needs to develop a cocreation mechanism for enhancing the interdisciplinary collaboration among CCI innovation stakeholders. We further argue multicultural mixing would enhance innovation in developing CCI, and assuming an open and mutually enlightening attitude to enrich one another’s cultures in the multicultural exchanges under globalization will create diversity in homogenous CCIs. Finally, for promoting innovation in developing cultural and creative industries, we further propose a model for joint knowledge creation that can be established for enhancing the mutual reinforcement of theoretical and practical research on culture and creativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture%20and%20creativity" title="culture and creativity">culture and creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20and%20creative%20industries" title=" cultural and creative industries"> cultural and creative industries</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20mixing" title=" cultural mixing"> cultural mixing</a> </p> <a href="https://publications.waset.org/abstracts/43157/innovation-mechanism-in-developing-cultural-and-creative-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43157.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4021</span> No Space for Subculture, No Space for Disruption: Taming Creativity in Urban Development Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadine%20Osbild">Nadine Osbild</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent urban development projects often try to cater to both high-tech innovation/start-up culture and local culture/sustainable living. In the process, the so-called “creative class” (Florida 2002) has become a focal point for innovative answers to increasing urban pressures. Our paper explores local subculture and art scenes as a place where current innovation policies and alternative approaches to urban future-making collide. We explore the (re-)making of prevalent understanding of creativity in the context of Munich – an economically successful and over-saturated city with a relatively conservative approach to innovation and disruption and no apparent need for the “creative class” remedy. In particular, we investigate the opportunities and manifestations of subculture in three urban development projects that are envisioned as collaborations between innovators and (sub)culturally oriented creativity. Following a co-production STS approach, we observe that these development projects serve as sites where understandings of innovation and creativity are configured and stabilized in keeping with broader socio-political and economic rationalities. What is more, the projects materialize a de-facto split between the two understandings of a “creative scene,” whereby alternative and potentially disruptive forms of creativity become sidelined or even prevented in Munich’s imagination of urban development in the name of innovation and economic growth. Thus taming the unruliness of creativity, Munich also manages to tame the disruptive threats of innovation, ensuring that the innovation-centered modes of future-making still leave socio-economic hierarchies intact while displacing (counter-)visions rooted in the subculture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20districts" title="creative districts">creative districts</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20technology%20studies" title=" science and technology studies"> science and technology studies</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20engagement" title=" public engagement"> public engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20studies" title=" innovation studies"> innovation studies</a> </p> <a href="https://publications.waset.org/abstracts/154683/no-space-for-subculture-no-space-for-disruption-taming-creativity-in-urban-development-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154683.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4020</span> Unravelling the Impact of Job Resources: Alleviating Job-Related Anxiety to Forster Employee Creativity Within the Oil and Gas Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nana%20Kojo%20Ayimadu%20Baafi">Nana Kojo Ayimadu Baafi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kwesi%20Amponsah-Tawiah"> Kwesi Amponsah-Tawiah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the relationship between job-related anxiety and employee creativity. The study further explored the role of job resources in moderating the relationship between job-related anxiety and employee creativity within the oil and gas industries. The study utilized a cross-sectional survey design. A non-probability sampling technique, specifically convenience sampling, was used to sample 1200 participants from multiple companies within the oil and gas industries. The collected data were analyzed using Regression analysis and PROCESS macro for the moderation analysis. The study empirically demonstrated a negative significant relationship between job-related anxiety and employee creativity. It also exhibited that job resources moderated the relationship between job-related anxiety and creativity. This study addresses gaps in previous studies by highlighting the significance of job resources in how job-related anxiety affects employee creativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employee%20creativity" title="employee creativity">employee creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=job-related%20anxiety" title=" job-related anxiety"> job-related anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20resource" title=" job resource"> job resource</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resources" title=" human resources"> human resources</a> </p> <a href="https://publications.waset.org/abstracts/186438/unravelling-the-impact-of-job-resources-alleviating-job-related-anxiety-to-forster-employee-creativity-within-the-oil-and-gas-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186438.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">45</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4019</span> The Potential of Digital Tools in Art Lessons at Junior School Level to Improve Artistic Ability Using Tamazight Fonts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aber%20Salem%20Aboalgasm">Aber Salem Aboalgasm</a>, <a href="https://publications.waset.org/abstracts/search?q=Rupert%20Ward"> Rupert Ward</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research is to explore how pupils in art classes can use creative digital art tools to redesign Tamazight fonts, in order to develop children’s artistic creativity, enable them to learn about a new culture, and to help the teacher assess the creativity of pupils in the art class. It can also help students to improve their talents in drawing. The study could relate to research in Libya among the Amazigh people (better known as Berber) and possibly the development of Tamazight fonts with new uses in art. The research involved students aged 9-10 years old working with digital art tools, and was designed to explore the potential of digital technology by discovering suitable tools and techniques to develop children’s artistic performance using Tamazight fonts. The project also sought to show the aesthetic aspects of these characters and to stimulate the artistic creativity of these young people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artistic%20creativity" title="artistic creativity">artistic creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=Tamazight%20fonts" title=" Tamazight fonts"> Tamazight fonts</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20acceptance%20model" title=" technology acceptance model"> technology acceptance model</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional" title=" traditional"> traditional</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20art%20tools" title=" digital art tools"> digital art tools</a> </p> <a href="https://publications.waset.org/abstracts/6451/the-potential-of-digital-tools-in-art-lessons-at-junior-school-level-to-improve-artistic-ability-using-tamazight-fonts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6451.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4018</span> Job Crafting Mediating Effect Between Positive Psychological Capital and Creativity in Working Life</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuray%20Turan">Nuray Turan</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Karanika-Murray"> Maria Karanika-Murray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In working life, positive behavior and positive mood researches has given importance more and more. Increasing research on the subject sreveals this importance. In this context, positive psychological capital (PsyCap), job crafting (JC), and creativity areamongtheprominentissues in working life. However, it is noteworthy that there is not enough research on the interaction between these three concepts. Therefore, this research has been designed. The question “Does the interaction between JC and PsyCap improve creativity in working life?” has been raised, and“JobCrafting Mediating Effect Between Positive Psychological Capital and Creativity” has been questioned. A questionnaire will be applied using PsyCap, JC and Creativity scales to find answers to the aforementioned questions. Who will be the survey participants is in the process of being determined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive%20psychological%20capital" title="positive psychological capital">positive psychological capital</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20crafting" title=" job crafting"> job crafting</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20life" title=" working life"> working life</a> </p> <a href="https://publications.waset.org/abstracts/155496/job-crafting-mediating-effect-between-positive-psychological-capital-and-creativity-in-working-life" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155496.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4017</span> Developing Creativity as a Scientific Literacy among IT Engineers towards Sustainability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chunfang%20Zhou">Chunfang Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The growing issues of sustainability have increased the discussions on how to foster “green engineers” from diverse perspectives in both contexts of education and organizations. As creativity has been considered as the first stage of innovation process that can also be regarded as a path to sustainability, this paper will particularly propose creativity as a scientific literacy meaning a collection of awareness, ability, and skills about sustainability. From this sense, creativity should be an element in IT engineering education and organizational learning programmes, since IT engineers are one group of key actors in designing, researching and developing social media products that are most important channels of improving public awareness of sustainability. This further leads this paper to discuss by which pedagogical strategies and by which training methods in organizations, creativity and sustainability can be integrated into IT engineering education and IT enterprise innovation process in order to meeting the needs of ‘creative engineers’ in the society changes towards sustainability. Accordingly, this paper contributes to future work on the links between creativity, innovation, sustainability, and IT engineering development both theoretically and practically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20engineers" title=" IT engineers"> IT engineers</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/44494/developing-creativity-as-a-scientific-literacy-among-it-engineers-towards-sustainability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44494.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4016</span> Workplace Humor and Creativity in It Teams: A Conceptual Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hima%20Elizabeth%20Mathew">Hima Elizabeth Mathew</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20VijayalakshmI"> V. VijayalakshmI</a> </p> <p class="card-text"><strong>Abstract:</strong></p> All of us know what it is like to experience humor. Humor and laughter are universal aspects of human experience, occurring in all cultures and virtually in all individuals throughout the world. For people today, the workplace is associated more with the cubicles they sit, than with the co-workers around them. With reference to the current generation and the work context, the paper aims to understand the concept of humor at the workplace and its influence on team creativity in organizations. Humor is a multi-disciplinary topic that has been investigated for many years by researchers from fields such as anthropology, psychology, physiology and linguistics but significantly less thoroughly by management researchers. Researchers in the field of creativity also had their initial focus on the individual differences leading to creativity. Although the studies yielded some important findings regarding creative people, it provided the little help to practitioners in helping people develop creativity and almost ignored the role of social environment in enhancing creativity. After a review the relevant literature of the key variables, a theoretical framework is proposed linking workplace humor, emotional contagion, and team creativity. The findings of the study are expected to help academicians gain clarity on Workplace Humor for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20contagion" title="emotional contagion">emotional contagion</a>, <a href="https://publications.waset.org/abstracts/search?q=humor" title=" humor"> humor</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20creativity" title=" team creativity"> team creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20humor" title=" workplace humor"> workplace humor</a> </p> <a href="https://publications.waset.org/abstracts/35877/workplace-humor-and-creativity-in-it-teams-a-conceptual-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35877.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">494</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4015</span> Induced Affectivity and Impact on Creativity: Personal Growth and Perceived Adjustment when Narrating an Intense Emotional Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Da%20Costa">S. Da Costa</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20P%C3%A1ez"> D. Páez</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20S%C3%A1nchez"> F. Sánchez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We examine the causal role of positive affect on creativity, the association of creativity or innovation in the ideation phase with functional emotional regulation, successful adjustment to stress and dispositional emotional creativity, as well as the predictive role of creativity for positive emotions and social adjustment. The study examines the effects of modification of positive affect on creativity. Participants write three poems, narrate an infatuation episode, answer a scale of personal growth after this episode and perform a creativity task, answer a flow scale after creativity task and fill a dispositional emotional creativity scale. High and low positive effect was induced by asking subjects to write three poems about high and low positive connotation stimuli. In a neutral condition, tasks were performed without previous affect induction. Subjects on the condition of high positive affect report more positive and less negative emotions, more personal growth (effect size <em>r</em> = .24) and their last poem was rated as more original by judges (effect size <em>r</em> = .33). Mediational analysis showed that positive emotions explain the influence of the manipulation on personal growth - positive affect correlates <em>r</em> = .33 to personal growth. The emotional creativity scale correlated to creativity scores of the creative task (<em>r</em> = .14), to the creativity of the narration of the infatuation episode (<em>r</em> = .21). Emotional creativity was also associated, during performing the creativity task, with flow (<em>r</em> = .27) and with affect balance (<em>r</em> = .26). The mediational analysis showed that emotional creativity predicts flow through positive affect. Results suggest that innovation in the phase of ideation is associated with a positive affect balance and satisfactory performance, as well as dispositional emotional creativity is adaptive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affectivity" title="affectivity">affectivity</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=induction" title=" induction"> induction</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20factors" title=" psychological factors"> psychological factors</a> </p> <a href="https://publications.waset.org/abstracts/115974/induced-affectivity-and-impact-on-creativity-personal-growth-and-perceived-adjustment-when-narrating-an-intense-emotional-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115974.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4014</span> Development of EREC IF Model to Increase Critical Thinking and Creativity Skills of Undergraduate Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamolrat%20Turner">Kamolrat Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Boontuan%20Wattanakul"> Boontuan Wattanakul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical thinking and creativity are prerequisite skills for working professionals in the 21<sup>st</sup> century. A survey conducted in 2014 at the Boromarajonani College of Nursing, Chon Buri, Thailand, revealed that these skills within students across all academic years was at a low to moderate level. An action research study was conducted to develop the EREC IF Model, a framework which includes the concepts of experience, reflection, engagement, culture and language, ICT, and flexibility and fun, to guide pedagogic activities for 75 sophomores of the undergraduate nursing science program at the college. The model was applied to all professional nursing courses. Prior to implementation, workshops were held to prepare lecturers and students. Both lecturers and students initially expressed their discomfort and pointed to the difficulties with the model. However, later they felt more comfortable, and by the end of the project they expressed their understanding and appreciation of the model. A survey conducted four and eight months after implementation found that the critical thinking and creativity skills of the sophomores were significantly higher than those recorded in the pretest. It could be concluded that the EREC IF model is efficient for fostering critical thinking and creativity skills in the undergraduate nursing science program. This model should be used for other levels of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20nursing%20students" title=" undergraduate nursing students"> undergraduate nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=EREC%20IF%20model" title=" EREC IF model"> EREC IF model</a> </p> <a href="https://publications.waset.org/abstracts/44316/development-of-erec-if-model-to-increase-critical-thinking-and-creativity-skills-of-undergraduate-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44316.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4013</span> Creative Thinking in Structural Design of Historic Constructions </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Avraham%20Mosseri">Avraham Mosseri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The architectural conservation process of the built heritage is a very complex process dealing with the integration of professional knowledge from many fields like history, sociology, economy, engineering, etc. One of the most important fields is the structural field, which has a great influence on the final architectural and aesthetic solution of the built heritage. In many cases, the ability to protect and save the heritage values of the historical buildings is an outcome of the structural creativity and conceptual design of the conservation engineers. This creativity is especially important when dealing with structural engineering of historic construction, where there are a lot of constraints and contradictions between different aspects like aesthetics, artistic values, culture, authenticity, structural performance, etc. But in spite of the importance of this creativity in conservation engineering, many research efforts are mainly devoted to the structural analysis of historic construction, which of course is very important and vital. But, in general, more attention can be paid to the creative process in the conceptual stage. In this situation there is a need, in parallel to analysis research, to devote more resources in order to improve the creative and conceptual theories in relation to conservation engineering. This paper focuses on the creativity aspects in the structural design process in the conservation of historic buildings as part of conservation theories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conservation" title="conservation">conservation</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=historic%20constructions" title=" historic constructions"> historic constructions</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20design" title=" structural design"> structural design</a> </p> <a href="https://publications.waset.org/abstracts/77877/creative-thinking-in-structural-design-of-historic-constructions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77877.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4012</span> Facilitation of Digital Culture and Creativity through an Ideation Strategy: A Case Study with an Incumbent Automotive Manufacturer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20%C3%96.%20Kartal">K. Ö. Kartal</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Maul"> L. Maul</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20H%C3%A4gele"> M. Hägele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the development of new technologies come additional opportunities for the founding of companies and new markets to be created. The barriers to entry are lowered and technology makes old business models obsolete. Incumbent companies have to be adaptable to this quickly changing environment. They have to start the process of digital maturation and they have to be able to adapt quickly to new and drastic changes that might arise. One of the biggest barriers for organizations in order to do so is their culture. This paper shows the core elements of a corporate culture that supports the process of digital maturation in incumbent organizations. Furthermore, it is explored how ideation and innovation can be used in a strategy in order to facilitate these core elements of culture that promote digital maturity. Focus areas are identified for the design of ideation strategies, with the aim to make the facilitation and incitation process more effective, short to long term. Therefore, one in-depth case study is conducted with data collection from interviews, observation, document review and surveys. The findings indicate that digital maturity is connected to cultural shift and 11 relevant elements of digital culture are identified which have to be considered. Based on these 11 core elements, five focus areas that need to be regarded in the design of a strategy that uses ideation and innovation to facilitate the cultural shift are identified. These are: Focus topics, rewards and communication, structure and frequency, regions and new online formats. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20transformation" title="digital transformation">digital transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20management" title=" innovation management"> innovation management</a>, <a href="https://publications.waset.org/abstracts/search?q=ideation%20strategy" title=" ideation strategy"> ideation strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity%20culture" title=" creativity culture"> creativity culture</a>, <a href="https://publications.waset.org/abstracts/search?q=change" title=" change"> change</a> </p> <a href="https://publications.waset.org/abstracts/99941/facilitation-of-digital-culture-and-creativity-through-an-ideation-strategy-a-case-study-with-an-incumbent-automotive-manufacturer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4011</span> Creativity and Intelligence: Psychoeducational Connections</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Costa-Lobo">Cristina Costa-Lobo</a>, <a href="https://publications.waset.org/abstracts/search?q=Carla%20B.%20Vestena"> Carla B. Vestena</a>, <a href="https://publications.waset.org/abstracts/search?q=Filomena%20E.%20Ponte"> Filomena E. Ponte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creativity and intelligence are concepts that have aroused very expressive interest in the field of educational sciences and the field of psychological science since the middle of the last century since they have a great impact on the potential and well-being of individuals. However, due to progress in cognitive and positive psychology, there has been a growing interest in the psychoeducational domain of intelligence and creativity in the last decade. In this theoretical work, are analyzed comparatively the theoretical models that relate the intelligence and the creativity, are analyzed several psychoeducational intervention programs that have been implemented with a view to the promotion of creativity and signal possibilities, realities and ironies around the psychological evaluation of intelligence and creativity. In order to reach a broad perspective on creativity, the evidence is presented that points the need to evaluate different psychological domains. The psychoeducational intervention programs addressed have, with a common characteristic, the full stimulation of the creative potential of the participants, assumed as a highly valued capacity at the present time. The results point to the systematize that all interventions in the ambit of creativity have two guiding principles: all individuals can be creative, and creativity is a capacity that can be stimulated. This work refers to the importance of stimulus creativity in educational contexts, to the usefulness and pertinence of the creation, the implementation, and monitoring of flexible curricula, adapted to the educational needs of students, promoting a collaborative work among teachers, parents, students, psychologists, managers and educational administrators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligence" title=" intelligence"> intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoeducational%20intervention%20programs" title=" psychoeducational intervention programs"> psychoeducational intervention programs</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20evaluation" title=" psychological evaluation"> psychological evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20contexts" title=" educational contexts"> educational contexts</a> </p> <a href="https://publications.waset.org/abstracts/68590/creativity-and-intelligence-psychoeducational-connections" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4010</span> Cross-Cultural Variations in Creative Perception Modulate Creative Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anatoliy%20Kharkhurin">Anatoliy Kharkhurin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study argues that variations in creative performance may be stipulated by cross-cultural differences in perception of the creativity construct. In Experiment 1, 50 Russian and 50 Emirati college students received structured imagination test that requires producing a drawing of an alien creature. In Experiment 2, 53 Russian and 53 Emirati college students (different from Experiment 1) on 5-point Likert-type scale evaluated the level of creativity of the drawings produced in the Experiment I. Repeated-measure ANOVA revealed an interaction between the country where the drawings were produced and the country where they were evaluated. Russians evaluated their country mates’ drawings as more creative than the Emiratis evaluated their country mates’ drawings. Regression analysis revealed that the creativity level of the drawings was positively predicted by the Russians’ evaluation and negatively predicted by the Emiratis’ evaluation. Finally, the evaluation of the drawings by the Russians predicted divergent thinking performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural" title=" cross-cultural"> cross-cultural</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=production" title=" production"> production</a> </p> <a href="https://publications.waset.org/abstracts/42180/cross-cultural-variations-in-creative-perception-modulate-creative-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42180.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4009</span> Creativity in Development of Multimedia Presentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahathir%20Sarjan">Mahathir Sarjan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramos%20Radzly"> Ramos Radzly</a>, <a href="https://publications.waset.org/abstracts/search?q=Noor%20Baiti%20Jamaluddin"> Noor Baiti Jamaluddin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Hafiz%20Zakaria"> Mohd Hafiz Zakaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisham%20Suhadi"> Hisham Suhadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creativity is marked by the ability or power, to produce through imaginative skill and create something anew. The University is one of the great places to improve the talent in imaginative skill. Thus, it is important that for the student have a creativity to adapt the multimedia element in the development of presentation products for learning and teaching the process. The purpose of this study was to identify a creativity of the student in presentation product development. Two hundred seventeen Technical and Vocational Education (TVE) students in Universiti Tun Hussein Onn had chosen as a respondent. This study is to survey the level of creativity which is focused on knowledge, skills, presentation style and character of creative personnel. The level of creativity was measured based on the scale at low, medium and high followed by mean score level. The data collected by questionnaire then analyzed using SPSS version 20.0. The result of the study indicated that the students showed a higher of creativity (mean score in Knowledge = 4.12 and Skills= 4.02). In conjunction with the findings s implications and recommendations were suggested forward like to ensconce the research and improve with a more creativity concept in presentation product of development for learning and teaching the process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=technical" title=" technical"> technical</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20products%20and%20development%20for%20learning%20and%20teaching%20process" title=" presentation products and development for learning and teaching process"> presentation products and development for learning and teaching process</a> </p> <a href="https://publications.waset.org/abstracts/31786/creativity-in-development-of-multimedia-presentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31786.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4008</span> Creativity, Skill, and Intelligence as Understood by Tradition Rooted Craftspersons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Swasti%20Singh%20Ghai">Swasti Singh Ghai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creativity is understood as an intersubjective phenomenon shaped by socio-cultural values and economic forces. Creativity as a means to achieve progress is a very modern concept, driven by a global capitalist market economy. The dominant urban, often first-world articulations of creativity, overshadow the rural, local and cultural notions of people in the developing nations. Artisanal practices of making grounded in preindustrial and pre-capitalist contexts hold varying cultural and region-specific concepts and standards for ascribing creativity to a person or product, or process. These notions reflect the underlying philosophy that constitutes their worldview. The process of colonization through western education has blurred or overlapped some of these key philosophical concepts. This article adopts a post-colonial stance to understand the perceptions of skill, intelligence and creativity among tradition rooted textile craft practitioners of Kutch, Gujarat in India. The artisans, while negotiating their space in the contemporary markets, are making efforts to include the modern categories of art, craft, and design in their worldview. The paper will first review theories of creativity that throw light on the link between skill, intelligence and creativity. Then the paper will use secondary research and data from interviews to share crafts person notions of skill, creativity and intelligence and their interrelationship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=traditional%20craft" title="traditional craft">traditional craft</a>, <a href="https://publications.waset.org/abstracts/search?q=textile" title=" textile"> textile</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=skill" title=" skill"> skill</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligence" title=" intelligence"> intelligence</a> </p> <a href="https://publications.waset.org/abstracts/150247/creativity-skill-and-intelligence-as-understood-by-tradition-rooted-craftspersons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150247.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4007</span> The Effects of Online Video Gaming on Creativity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chloe%20Shu-Hua%20Yeh">Chloe Shu-Hua Yeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effects of videogame play on players cognitive abilities is a growing research field in the recent decades, however, little is known about how ‘out-of-school’ use of videogame influences creativity. This interdisciplinary research explores the cognitive and emotional effects of two different types of online videogames (an action videogame and a non-action videogame) on subsequent creativity performances using a within-participant design study with 36 participants. Results showed that after playing the action game participants performed higher originality, elaboration and flexibility than after playing the causal game. The results explored effects of emotional states elicited during playing the games suggesting that arousal may be a significant emotional factor which influence subsequent creativity performance. The cognitive and emotional effects of videogame were discussed followed with implications for emotion-creativity-videogame play research, game designers, educational practitioners and parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attentional%20breadth" title="attentional breadth">attentional breadth</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=videogame%20play" title=" videogame play "> videogame play </a> </p> <a href="https://publications.waset.org/abstracts/17950/the-effects-of-online-video-gaming-on-creativity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17950.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">530</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4006</span> Creative Element Analysis of Machinery Creativity Contest Works</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chin-Pin">Chin-Pin</a>, <a href="https://publications.waset.org/abstracts/search?q=Chen"> Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Shi-Chi"> Shi-Chi</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiao"> Shiao</a>, <a href="https://publications.waset.org/abstracts/search?q=Ting-Hao"> Ting-Hao</a>, <a href="https://publications.waset.org/abstracts/search?q=Lin"> Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Current industry is facing the rapid development of new technology in the world and fierce changes of economic environment in the society so that the industry development trend gradually does not focus on labor, but leads the industry and the academic circle with innovation and creativity. The development trend in machinery industry presents the same situation. Based on the aim of Creativity White Paper, Ministry of Education in Taiwan promotes and develops various creativity contests to cope with the industry trend. Domestic students and enterprises have good performance on domestic and international creativity contests in recent years. There must be important creative elements in such creative works to win the award among so many works. Literature review and in-depth interview with five creativity contest awarded instructors are first proceeded to conclude 15 machinery creative elements, which are further compared with the creative elements of machinery awarded creative works in past five years to understand the relationship between awarded works and creative elements. The statistical analysis results show that IDEA (Industrial Design Excellence Award) contains the most creative elements among four major international creativity contests. That is, most creativity review focuses on creative elements that are comparatively stricter. Concerning the groups participating in creativity contests, enterprises consider more creative elements of the creative works than other two elements for contests. From such contest works, creative elements of “replacement or improvement”, “convenience”, and “modeling” present higher significance. It is expected that the above findings could provide domestic colleges and universities with reference for participating in creativity related contests in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machinery" title="machinery">machinery</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20elements" title=" creative elements"> creative elements</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity%20contest" title=" creativity contest"> creativity contest</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity%20works" title=" creativity works"> creativity works</a> </p> <a href="https://publications.waset.org/abstracts/51003/creative-element-analysis-of-machinery-creativity-contest-works" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51003.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> 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