Browsing by Subject "feedback"

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    Feedback and Creativity in Interior Design Studio: A Case study-mixed methods of a Junior Level Light Fixture Project
    (2021-08) Vo, Khanh Hoa
    Feedback plays a critical role in nurturing creativity. Current literature, however, indicates that feedback can enhance or impede students’ creativity depending on its practices. Furthermore, theoretical framework and empirical evidence for effective feedback practices in interior design studios are insufficient. The present study, thus, built upon intensive reviews from the field of educational psychology on the relationship between feedback and creativity plus mediators such as feedback preferences and levels of interest. Via a case study-mixed methods approach, the study then explored effective feedback practices for students’ creativity in an interior design studio at the University of Minnesota in fall 2020. Data were collected from junior students (n=30) in a five-week light fixture design project in a studio. Feedback sources included the studio instructor and the CEO of a lighting design organization. Two independent judges rated students’ creativity using the Creative Product Semantic Scale (CPSS). Paired t-tests of CPSS ratings during the design process detected significant increases in Novelty of students. Pre-and post-surveys showed that students perceived the instructor’s feedback as positive while they expected more from the CEO’s feedback. No change was detected in students’ levels of interest. Follow-up interviews with students of high creativity (n=10) revealed that effective feedback practices came (a) in abundant quantity, (b) at the right timing, and (c) met students’ expectations. Future research needs to explore the correlation between feedback experiences and students’ creativity in multiple studio years, especially in terms of Resolution and Style, two other criteria of CPSS.
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    Undestanding dishonest behavior: what motivates it, how to prevent it, and how people respond to it
    (2022-09) Hu, Fangtingyu
    Do people lie less in repeated interactions with the same partner than in a series of one-shot interactions with strangers? We find that under asymmetric information, senders lie substantially less if paired with the same receiver than when randomly re-matched with different receivers. However, the lying gap diminishes if the receiver is allowed to offer feedback to the senderWe investigate the effects of feedback on the decision to lie in a sender-receiver deception game with imperfect lie detection. We find evidence of feedback effects through two channels. First, the mere expectation of receiving feedback, including the anticipation of positive feedback and the threat of negative feedback, reduces lying. Second, actually-received feedback affects the subsequent decision to lie, but only in one situation: honest-type people who are being falsely punished with negative feedback become three times as likely to lie as those who are correctly rewarded with positive feedback. Our results indicate that the anticipation effect is the primary deterrent of lying, rather than the experience of receiving negative or positive feedback. Feedback may backfire and should be used with caution: honest-type individuals who are condemned as liars are surprised and react with moral indignation. Much of the research on lying focuses on the lie-teller, whereas the lie-receiver remains understudied. We provide an overarching view of how people respond to possible lies and articulate the motivations behind those responses. We find evidence that receivers are less likely to give negative feedback to a partner with whom they will interact repeatedly in the future than to a stranger in a one-shot game. The difference is driven by strategic responses to dishonest reports in expectation of future reciprocity.