Dreamlike and Playful Virtual Environments to Inspire 					Children’s Divergent Thinking

Guegan, Jérôme; Brechet, Claire; Nelson, Julien

doi:10.1027/1864-1105/a000279

Cited by 5 publications

(9 citation statements)

References 43 publications

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“…The potential of information technologies in the development of a preschool child is realized by us through our method of original children's animation based on using an animation studio [8]. Work in an animation studio as an example of the implementation of information and computer technologies in preschool education has great potential for the development of visual thinking, particularly for the development of visual coding and visual analysis which can be considered the "problem areas" based on the results of the conducted pilot study [9][10][11][12].…”

Section: Discussion the Potential Of Information Technologies As A Mmentioning

confidence: 99%

Development of a child’s visual thinking by the means of original children’s animation

et al. 2021

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The modern sociocultural situation causes the need to use distance learning technologies even at the level of preschool education, as well as the increased use of information technologies as a means of working with preschool students. The goal of the present article resides not in the analysis of the positive and negative aspects of information technologies in preschool education but the search for and the substantiation of the mechanism of their effective implementation. One of the most effective mechanisms is presented by the technique of original children’s animation. The potential effectiveness of the indicated process is examined in the context of the development of children’s visual thinking. Thus, the article presents the authors’ attempt to substantiate the development of the method of original children’s animation determining the development of children’s visual thinking accounting for the requirements of modern information society and to propose specific recommendations for the software of a children’s animation studio. The set goal is achieved using the methods of content analysis, the methods of comparative analysis of scientific and methodological materials and system analysis, the method of mathematical and statistical data processing, expert assessment, and generalization of study results. Based on the study results, an educational module “I CREATE THE WORLD Animation Studio” is developed and introduced into the practice of preschool pedagogics as a potentially effective instrument for the development of visual thinking and recommendations for the software of a children’s animation studio in a kindergarten are proposed.

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Section: Discussion the Potential Of Information Technologies As A Mmentioning

confidence: 99%

Development of a child’s visual thinking by the means of original children’s animation

et al. 2021

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“…European Psychologist (2022), 27(3), 237-253 (Guegan et al, 2020). VR headset was used in three studies, whereas four studies used desktop computers.…”

Section: ó 2022 Hogrefe Publishingmentioning

confidence: 99%

“…Nine recent publications brought support and provided some explanations regarding psychological processes involved in the effect of VE on creativity, including two book chapters summarizing previous authors’ publications (Alahuhta et al, 2016; Eustáquio & de Sousa, 2019) and one conference proceeding (Bourgeois-Bougrine et al, 2018). Respectively four and then two empirical studies (Table 3) addressed the impact of physical and social virtual contextual cues on creative performance (Physical: Fleury et al, 2020; Guegan, Nelson, et al, 2017; Guegan et al, 2020; Nelson & Guegan, 2019; Social: Bourgeois-Bougrine et al, 2020; Frommet al, 2020).…”

Section: Immersion In Virtual Environment: a Second Vr Specific Featurementioning

confidence: 99%

“…The VE tested in these studies were: an artist studio, a meeting room, a lush green forest surrounded by mountains, an underwater environment featuring a coral reef, a virtual interior of an empty train car, a virtual library environment, a virtual replica of the headmistress’s office, a replica of children schoolyard, and a dreamlike environment. All the studies involved the measurement of creative performance either in collaborative brainstorming (Bourgeois-Bougrine et al, 2020; Fromm et al 2020) or in divergent thinking tasks (Fleury et al, 2020; Guegan, Nelson, et al, 2017; Guegan et al, 2020; Nelson & Guegan, 2019). One study used both convergent and divergent thinking tasks (Fleury et al, 2020).…”

Section: Immersion In Virtual Environment: a Second Vr Specific Featurementioning

confidence: 99%

“…One study used both convergent and divergent thinking tasks (Fleury et al, 2020). The participants were all higher education students except in one study, which explored the impact of VE on children’s creativity (Guegan et al, 2020). VR headset was used in three studies, whereas four studies used desktop computers.…”

Section: Immersion In Virtual Environment: a Second Vr Specific Featurementioning

confidence: 99%

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Immersive Virtual Environments’ Impact on Individual and Collective Creativity

Bourgeois‐Bougrine

Bonnardel

Burkhardt

et al. 2022

European Psychologist

Self Cite

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Abstract. This paper explores the recent advances in research concerning the impact of immersive virtual environments affordances on the expression of users’ creativity at individual and team levels. While the top virtual reality (VR) application areas are entertainment and gaming, simulation and training for professionals, research in the domain of the psychology of creativity and VR is advancing rapidly in Europe. Indeed, between 2014 and 2021, 72% of publications in this domain resulted from European research in diverse fields such as engineering, design, music composition, art-making, and so forth. These studies took advantage of advanced VR affordances, such as head and hand motion trackers to synchronize an avatar in real-time, live streaming of a video into a VR headset screen to create artwork, etc. Four main topics were explored: (a) new creativity techniques involving a virtual upgrade of traditionally used techniques, virtual sketching and prototyping, as well as sophisticated interactive virtual menus and motion tracking systems, (b) the right digital self-representation for enhancing creativity and the degree to which users identify with the “persona avatar” in the context of user-centered innovations, (c) the impact of physical and social virtual contextual cues on creative performance, and (d) the perception of virtual reality by creativity and innovation professionals. Our review confirms that VR supports greater creative performance at individual and collaborative levels as well as enjoyment and fun. However, as rich and varied as this literature has become, it presents major methodological limitations that should be addressed in future research.

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Effects of virtual reality’s viewing medium and the environment’s spatial openness on divergent thinking

Ichimura

2023

PLoS ONE

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Virtual Reality (VR) technology is used in various fields, and research on VR creative activities has been widely conducted. This study examined the effects of VR environment on divergent thinking, a component of creative thinking. Specifically, two experiments were conducted to test the prediction that viewing visually open VR environments with immersive head-mounted displays (HMD) affects divergent thinking. Divergent thinking was evaluated using Alternative Uses Test (AUT) scores; AUT was performed while the participants viewed the experiment stimuli. In Experiment 1, I manipulated the VR viewing medium by having one group view a 360° video with an HMD and a second group view the same video on a computer screen. Additionally, I established a control group that viewed a real-world laboratory instead of the videos. The HMD group showed higher AUT scores than the computer screen group. In Experiment 2, I manipulated the spatial openness of a VR environment by having one group view a 360° video of a visually open coast and a second group view a 360° video of a visually closed laboratory. The coast group showed higher AUT scores than the laboratory group. In conclusion, exposure to a visually open VR environment on an HMD promotes divergent thinking. The limitations of this study and suggestions for further research are discussed.

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Dreamlike and Playful Virtual Environments to Inspire Children’s Divergent Thinking

Cited by 5 publications

References 43 publications

Development of a child’s visual thinking by the means of original children’s animation

Development of a child’s visual thinking by the means of original children’s animation

Immersive Virtual Environments’ Impact on Individual and Collective Creativity

Effects of virtual reality’s viewing medium and the environment’s spatial openness on divergent thinking

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