The Factors Forming Negative Learning Experiences of Korean Undergraduates within a Design-Oriented Creativity Course: A Grounded Theory Approach
Woolahm Yoon¹, Juyoung Chang^2
1Dongseo University, Asia Design Center for Future
yoonwl@gdsu.dongseo.ac.kr
²Dongseo University, Asia Design Center for Future
jychang@gdsu.dongseo.ac.kr

Abstract

Creativity plays a pivotal role in our intricate society by facilitating adaptation, problem-solving, and the creation of novel values. Numerous academic disciplines are actively researching and nurturing creativity among the learners. Particularly, design is a discipline that seeks to produce novel, beautiful, and appropriate outcomes, garnering significant attention due to its creative nature. Many studies are being conducted to utilize the concept of design for enhancing creativity in the field of design. Korean design researchers have also produced various research outcomes related to enhancing creativity. For example, development of programs aimed at enhancing creativity by utilizing design education, components of creativity, creative environments, and so on. Particularly, utilizing design education for enhancing creativity is a globally significant research topic. However, despite these efforts, we have identified knowledge gaps in existing research. Existing studies have primarily consisted of individual case studies, quantitative research for efficacy validation, and perspectives from educators and researchers. There is a lack of qualitative research that explores the context of in-depth experiences from the perspective of students.
This study utilized a grounded theory approach to conduct an in-depth analysis of the learning experiences and contexts of South Korean undergraduate design students engaging with design-oriented creative curriculum. The primary aim of this study is to establish a brief conceptual map based on this analysis. The research methodology employed for this purpose is as follows: Firstly, in-depth interviews were conducted with design students who had experienced a design-oriented creativity education curriculum at D University. Relevant materials regarding their classroom experiences were collected. Secondly, the audio data gathered from the interviews were transcribed, and the transcribed data were reviewed iteratively to conceptualize and categorize learners’ experiences. Thirdly, through these processes, the interrelationships between the conceptualized data were analyzed, leading to the systematic construction of a theoretical model presenting the experiences of design students who embrace creativity education.
Through this study, we aimed to identify the strengths and weaknesses of the design-oriented creativity course from the learners' perspectives. By systematically organizing these findings into theoretical constructs, we sought to establish a foundational resource facilitating diverse avenues of future research. Through ongoing and sustained research, we intend to propose strategies for enhancing and advancing design-oriented creativity education. In this study, our initial focus was on analyzing the negative learning experiences within the overall participant experiences. Negative experiences in the educational process can diminish the effectiveness of learning, therefore understanding the contexts in which learners encounter them is a crucial task in formulating educational strategies.

Author keywords : Creativity; Design-Oriented Creativity Education; Factors of Negative Learning Experiences; Grounded Theory