Learning to be creative. The effects of observational learning on students' design products and processes

• Modeling stimulated brainstorming significantly more than direct strategy teaching.
• Modeling stimulated the artistic quality of the production more than direct strategy teaching in relatively high aptitude students.
• The effect of modeling was not due to motivational difference between the learning conditions.
• Students above average in creativity, profit from observational learning.
• Students in the modeling condition reported more learning experiences related to processes.

Previous research indicated that observing is an effective learning activity in various domains. Can observational learning also be beneficial in enhancing creativity in art and design education? We hypothesized that observation has a positive effect on creativity measured in the designing process and the final products. 61 Students (ninth grade) participated in an experiment with a pre-post-test control group design, with randomized assignment to two conditions. In the observational learning condition participants observed and evaluated – on video – peers doing design tasks while concurrently thinking aloud. In the direct instruction condition participants were executing these design tasks themselves. The participants were pre- and post-tested on design tasks. Results indicated that observation had beneficial effects on creativity in the design products compared to the direct strategy instruction for high aptitude students, but not for low aptitude students. Students who observed generally brainstormed more and reported a more process oriented approach.