توسعه خلاقیت، انگیزه، و خود شکوفایی با سیستم یادگیری

Developing learning experiences that facilitate self-actualization and creativity is among the most important goals of our society in preparation for the future. To facilitate deep understanding of a new concept, to facilitate learning, learners must have the opportunity to develop multiple and flexible perspectives. The process of becoming an expert involves failure, as well as the ability to understand failure and the motivation to move onward. Meta-cognitive awareness and personal strategies can play a role in developing an individual's ability to persevere through failure, and combat other diluting influences. Awareness and reflective technologies can be instrumental in developing a meta-cognitive ability to make conscious and unconscious decisions about engagement that will ultimately enhance learning, expertise, creativity, and self-actualization. This paper will review diverse perspectives from psychology, engineering, education, and computer science to present opportunities to enhance creativity, motivation, and self-actualization in learning systems.

This paper starts off with a discussion of the synergies between the arguments of several leading experts on creativity, education and educational technology, and psychology with respect to creativity, motivation, and self-actualization. After establishing this basis, it extends a discussion of the role of personal ownership, imagination, and analogy in the development of “multiple points of view,” an ability widely regarded as essential to learning and becoming expert. Hybrid human–computer systems and the concept of Meta-Creativity are then discussed, highlighting the opportunities they present to develop complementary psychological, cognitive, and computational strategies, enhancing both human and computer capabilities, particularly in creative and self-actualized pursuits. The next section addresses motivation and failure and how computers can be employed by designers, educators, and learners to welcome difficulty, failure, and challenge to develop experience and expertise. The paper then closes with a series of recent psychological findings, both positive and negative, on the topics of motivation, affect, optimal experience, creativity, procrastination, and interruption. These are seen as instrumental to the realization of learning systems that strive to foster self-actualization.