Examining the impact of VR and MR on future teachers' creativity performance and influencing factors by scene expansion in instruction designs

Abstract

Unlike the traditional environment, VR and MR environments provide novel, natural, lifelike 3D user interfaces, which can stimulate the imagination of users. Whether VR and MR environments can influence the creativity and its impact factors (flow, attention, and relaxation) of future teachers' scene expansion in instruction design are the focus of the study. Moreover, the differences between the impacts of VR and MR environments on creativity and its impact factors are also questions worth exploring. In this study, we developed VR and MR experiment environments as creativity support systems to stimulate future teachers’ creativity before they carry out the instruction design of experimental courses. The results show that the creativity, flow, and attention of future teachers which use the VR and MR environments were higher than in the traditional environment. Moreover, the future teachers' creativity of scene expansion in MR environment was higher than VR environment, the future teachers' attention of VR environment was higher than MR environment, and the future teachers.' relaxation of VR environment was lower than the traditional environment. These findings provide a useful inspiration, i.e. too high concentration or too high relaxation is not conducive to the production of creativity. The MR creativity support system that provides moderate and balanced attention and relaxation can good stimulate the creativity of future teachers in the instruction design. We expect these findings to inspire the design of creativity support systems and foster future teachers’ creativity level in instructional design.

Appendices

Appendix I

1.1 Kaufman domains of creativity scale (K-DOCS)

Instructions: Compared to people of approximately your age and life experience, how creative would you rate yourself for each of the following acts? For acts that you have not specifically done, estimate your creative potential based on your performance on similar tasks.

• 1: Much Less Creative.

• 2: Less Creative.

• 3: Neither More Nor Less Creative.

• 4: More Creative.

• 5: Much More Creative.

Finding something fun to do when I have no money	1	2	3	4	5
Helping other people cope with a difficult situation
Teaching someone how to do something
Maintaining a good balance between my work and my personal life
Understanding how to make myself happy
Being able to work through my personal problems in a healthy way
Thinking of new ways to help people
Choosing the best solution to a problem
Planning a trip or event with friends that meets every- one’s needs
Mediating a dispute or argument between two friends
Getting people to feel relaxed and at ease
Writing a nonfiction article for a newspaper, letter, or magazine
Writing a letter to the editor
Researching a topic using many different types of sources that may not be readily apparent
Debating a controversial topic from my own perspective
Responding to an issue in a context-appropriate way
Gathering the best possible assortment of articles or papers to support a specific point of view
Arguing a side in a debate that I do not personally agree with
Analyzing the themes in a good book
Figuring out how to integrate critiques and suggestions while revising a work
Being able to offer constructive feedback based on my own reading of a paper
Coming up with a new way to think about an old debate
Writing a poem
Making up lyrics to a funny song
Making up rhymes
Composing an original song
Learning how to play a musical instrument
Shooting a fun video to air on YouTube
Singing in harmony
Spontaneously creating lyrics to a rap song
Playing music in public
Acting in a play
Carving something out of wood or similar material
Figuring out how to fix a frozen or buggy computer
Writing a computer program
Solving math puzzles
Taking apart machines and figuring out how they work
Building something mechanical (like a robot)
Helping to carry out or design a scientific experiment
Solving an algebraic or geometric proof
Constructing something out of metal, stone, or similar material
Drawing a picture of something I’ve never actually seen (like an alien)
Sketching a person or object
Doodling/drawing random or geometric designs
Making a scrapbook page out of my photographs
Taking a well-composed photograph using an interesting angle or approach
Making a sculpture or piece of pottery
Appreciating a beautiful painting
Coming up with my own interpretation of a classic work of art
Enjoying an art museum

Appendix II

2.1 Flow State Scale (FSS)

Please answer the following questions in relation to your experience in the event you have just completed. These questions relate to the thoughts and feelings you may have experienced during the event. There are no right or wrong answers. Think about how you felt during the event and answer the questions using the rating scale below. Circle the number that best matches your experience from the options to the right of each question.

• 1: Strongly disagree.

• 2: Disagree.

• 3: Neither agree or disagree.

• 4: Agree.

• 5: Strongly agree.

1. I was challenged, but I believed my skills would allow me to meet the challenge	1	2	3	4	5
2. I made the correct movements without thinking about trying to do so
3. I knew clearly what I wanted to do
4. It was really clear to me that I was doing well
5. My attention was focused entirely on what I was doing
6. I felt in total control of what I was doing
7. I was not concerned with what others may have been thinking of me
8. Time seemed to alter (either slowed down or speeded up)
9. I really enjoyed the experience
10. My abilities matched the high challenge of the situation
11. Things just seemed to be happening automatically
12. I had a strong sense of what I wanted to do
13. I was aware of how well I was performing
14. It was no effort to keep my mind on what was happening
15. I felt like I could control what I was doing
16. I was not worried about my performance during the event
17. The way time passed seemed to be different from normal
18. I loved the feeling of that performance and want to capture it again
19. I felt I was competent enough to meet the high demands of the situation
20. I performed automatically
21. I knew what I wanted to achieve
22. I had a good idea while I was performing about how well I was doing
23. I had total concentration
24. I had a feeling of total control
25. I was not concerned with how I was presenting myself
26. It felt like time stopped while I was performing
27. The experience left me feeling great
28. The challenge and my skills were at an equally high level
29. I did things spontaneously and automatically without having to think
30. My goals were clearly defined
31. I could tell by the way I was performing how well I was doing
32. 1 was completely focused on the task at hand
33. I felt in total control of my body
34. I was not worried about what others may have been thinking of me
35. At times, it almost seemed like things were happening in slow motion
36. I found the experience extremely rewarding

Appendix III

3.1 Evaluation Scale of Instruction Design

Description: Create a instruction design for the "Exploring the blowing of a fuse" experiment focusing on "scene expansion," to achieve the purpose of efficiently presenting teaching information to students and expanding the breadth and depth of students' innovative thinking Features: It must have a teaching function, be practical, beautiful, interesting and so on Restriction: Apply the principles of experiment “exploring the blowing of a fuse” to life Basic scene: Rating scale for instruction design For each indicator in the following list, the object in question should be rated on the following scale: 1: Not at all 2: somewhat 3: partly 4: mostly 5: completely .indicator is absent in the instruction design = “Not at all” .indicator is present to a small degree in the instruction design = “somewhat” .indicator is partially applicable to the instruction design = “partly” .indicator is present to a large degree in the instruction design = “mostly” .indicator is fully realized in the instruction design = “completely”
Criterion 1: Relevance and Effectiveness
Knowledge of existing facts and principles	1	2	3	4	5
Correctness: Does the beholder recognize the instruction design as instruction design of "exploring the blowing of a fuse" experiment?
Performance: Does the instruction design effectively display the teaching information and the exploratory questions?
Appropriateness: Does the instruction design conform to the stated constraints (Apply the principles of experiment “exploring the blowing of a fuse” to life)?
Criterion 2: Generation of Novelty
Problematization	1	2	3	4	5
Diagnosis: Does the instruction designer finds that the basic scene is low in innovation?
Prescription: Does the instruction design clearly suggest an improvement to basic scene?
Generation: Does the instruction design suggest an innovative application scene, even if it may not be effective?
Adding to existing knowledge	1	2	3	4	5
Redefintion: Does the instruction design help the beholder to see new ways of using it?
Combination: Does the instruction design present the scene in a combination of pictures and text?
Incrementation: Is the instruction design an extension of an existing "exploring the blowing of a fuse" experiment?
Reconstruction: Does the instruction design redesigned on the basic scene?
Criterion 3: Elegance
External elegance (effect on other people)	1	2	3	4	5
Recognition: Can the beholder immediately understand the content of the "scene expansion"?
Convincingness: Is the beholder convinced that the "scene expansion" will apply successfully?
Pleasingness: Is the schematic diagram of "scene expansion" pleasing to eye? Is it an attractive application?
Internal elegance (ideas are well worked out)	1	2	3	4	5
Completeness: Is the "scene expansion" a complete solution to the proposed application scene?
Harmoniousness: Do the different elements of the "scene expansion" fit together in an internally consistent way?
Criterion 4: Genesis
Generalizability (Ideas go beyond the immediate situation)	1	2	3	4	5
Foundationality: Does the "scene expansion" suggest further solutions to the future innovative education and teaching?
Transferability: Does the "scene expansion" offer ideas for solving application field’s problems?
Germinality: Does the "scene expansion" suggest any new ways of looking at other problems?
Seminality: Does the "scene expansion" draw the beholder’s attention to previously unnoticed application fields?