Problem Framing Activities Carried Out by Student Design Teams to Enhance Creativity: Comparative Analysis of High and Low Creative Teams

Abstract

Background Problem framing has been recognized as a creative step towards innovation, and as such, its capacity to restructure ill-defined problems is considered a core design practice. Since a key concern within design education is encouraging students’ ability to solve problems in a creative way, they are often requested to conduct problem-solving tasks in the design studio, as a way of achieving creative results. Unlike experienced designers who are adept at creating and embracing frames deliberately, students are often incapable of dealing with complex design problems. Thus, it is necessary to investigate problem framing activities amongst student design teams as a way of fostering creativity in design education. Methods In order to determine problem framing activities carried out by student design teams, an empirical study of high and low creative groups of students was designed, and a design problem-solving task was implemented. A protocol analysis method was deployed to uncover distinctive problem framing activities carried out by student design teams with respect to creativity. Results Based on the protocol analysis, the problem framing activities of six teams of high and low creative groups were identified, according to the following process. First, there was a presentation of how each group produced multiple frames, extracting diverse themes from the problematic situation. Second, how each group framed one of the specific problems in depth was described. Third, how each group built collective frames in cooperation with group members was discussed. Fourth, based on a comparative analysis of high and low creative groups’ problem framing activities, the distinctive features associated with creativity were identified. Fifth, educational insights for promoting creativity amongst student design teams were drawn. Conclusions This study is distinguished from previous studies on problem framing in design education in that it views problem framing as a critical practice to promote creativity. This study provides empirical evidence involving problem framing activities carried out by student design teams in relation to creativity. The results of this study are beneficial to educators and facilitators in creative professions, in their supply of a comprehensive understanding of the problem framing activities used by novice design teams to foster creativity.