Enhancing creativity through computer-based mindfulness interventions of aesthetic experience

Virtual Paper ID: 56705
  1. aaa
    Yu-chu Yeh
    Institute of Teacher Education, National Chengchi University
  2. Wei-Chin Hsu
    Graduate Institute of Applied Science and Technology
  3. Evgeniy Yastrubinski
    Department of Diplomacy

Abstract: Integrating the traditional concepts and Langer’s perspectives of mindfulness, as well as the cognitive process of AE in designed products, this study proposed a framework for AE-based mindfulness interventions to explored what types of interventions would facilitate creativity performance. One hundred and eighty college students were randomly and evenly assigned to the five interventions groups: C (control group), E1 (Perceptual analysis), E2 (Life-experience association), E3 (Functional analysis), or E4 (Aesthetic-emotion evocation). The results revealed that, regarding creativity improvement, E4 outperformed C and E2, and E1 outperformed E2. However, participants across groups improved their creativity after the interventions. This study contributes to theorize and verify the link between varied AE-based mindful practices and creativity performance. The findings provide valuable insight for designing effective AE-based mindfulness interventions for enhancing AE and creativity.


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