Fostering Creativity in Engineering Students Using Psychological Theory

Abstract

Four experiments were conducted exploring the application of modern psychological theory to improving creative performance in engineering students, as measured by the divergent thinking test the Alternative Uses Task [AUT] and the graphical data analysis method linkography. Evidence was found for the presence of the serial order effect, but not for the efficacy of incubation or direct instruction in the psychology of creativity. A more practical test and instruction may be required. Making a meaningful improvement in the creativity of engineering students may require broad, systemic change in the way engineering is taught.