Thinking Skills and Creativity 19 (2016) 112–122

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Thinking Skills and Creativity

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Effect of TRIZ on the creativity of engineering students

Yu-Shan Chang ∗, Yu-Hung Chien, Kuang-Chao Yu, Yih-Hsien Chu, MavisYi-ching ChenDepartment of Technology Application and Human Resource Development, National Taiwan Normal University, 162, He-ping East Road,Section 1, Taipei 106, Taiwan

a r t i c l e i n f o

Article history:Received 17 February 2015Received in revised form 27 August 2015Accepted 9 October 2015Available online 23 October 2015

Keywords:TRIZCreative performanceCreative processCreative productEngineering design

a b s t r a c t

Using a nonequivalent pretest–posttest design to evaluate a 6-week educational program,we explored the effect of the Theory of Inventive Problem Solving (Teoriya ResheniyaIzobretatelskikh Zadatchin [Russian], TRIZ) on the creativity of 121 university freshmenstudying engineering. Creative processes and creative products were the dependent vari-ables in this study. Using scores of previous design works as covariates, this study usedmultivariate analysis of covariance (MANCOVA) to analyze the effects of TRIZ on students’creative processes and creative products. We found that TRIZ has a strongly positive effecton a student’s ability to analyze problems, and to generate, select, and execute a strat-egy. TRIZ also increased the creativity with which students designed products, includingtheir ability to develop and implement novel ideas. Based on these results, suggestions forteaching practices and future studies are proposed.

© 2015 Elsevier Ltd. All rights reserved.

1. Introduction

Because the modern world relies heavily on engineering and technology (Engineering is Elementary, 2013), engineeringshould be a part of all students’ education (Cunningham, 2009; Rogers, Wendell, & Foster, 2010). Indeed, the worldwidedemand for engineers has been increasing rapidly; however, many engineering students have not yet achieved the ability tosolve problems. Therefore, engineering curricula need to foster students’ abilities to solve problems and view projects froman interdisciplinary perspective that leads to innovation (Mousoulides & English, 2011; Sunthonkanokpong, 2011; Ahlgren& Verner, 2013).

Engineering design combines creativity with innovative engineering techniques by converting new ideas into tangibleforms (The United Kingdom’s Economics and Finance Ministry, 2007). The Theory of Inventive Problem Solving (TeoriyaResheniya Izobretatelskikh Zadatchin [Russian], TRIZ), which was developed by Altshuller based on a review of 400,000patents, is an approach to fostering creativity that has been primarily applied to problems related to technology and engi-neering (Ma, Jia, Liu, & Cai, 2010; Oman, Tumer, Wood, & Seepersad, 2013). However, it can also be effectively employed inthe design of various products and in areas related to engineering design (Russo, Rizzi, & Montelisciani, 2014; Li, Ming, He,Zheng, & Xu, 2015).

Previous studies have shown that TRIZ significantly affects technical problem solving, innovation, technology forecastingand planning, business management, etc. (Ilevbare, Probert, & Phaal, 2013; Russo et al., 2014). TRIZ helps to identify problems,develop systems and find possible solutions. Although TRIZ can effectively solve problems in the aforementioned domains,

∗ Corresponding author. Fax: +886 2 23921015.E-mail address: sam168@ntnu.edu.tw (Y.-S. Chang).

http://dx.doi.org/10.1016/j.tsc.2015.10.0031871-1871/© 2015 Elsevier Ltd. All rights reserved.

Y.-S. Chang et al. / Thinking Skills and Creativity 19 (2016) 112–122 113

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Fig. 1. The TRIZ approach.

t is even more important to determine whether it can improve the creativity of students’ engineering designs (Albers,ohmeyer, & Schmalenbach, 2011).

The present study explores how TRIZ affects engineering students in terms of their creative performance to betternderstand the creative process, and provides suggestions to improve creative outcomes.

. Literature review

.1. TRIZ

TRIZ is a knowledge-based systematic methodology for inventive problem solving (Gadd, 2011), which offers a systematicpproach to finding technical solutions and increasing the innovativeness of technical systems (Ilevbare et al., 2013).

TRIZ assumes that problems related to innovative design involve one or more contradictory statements, and that whenne parameter improves, another may deteriorate. TRIZ places 39 parameters, identified through patent analysis, into aatrix in which technical contradictions can be detected. It also outlines 40 principles of creative invention to resolve the

ontradictions, and solutions are achieved by matching the contradiction with its appropriate principle (Li & Huang, 2009;in, Haron, Sarmady, Talib, & Khader, 2011; Verhaegen, D’hondt, Vertommen, Dewulf, & Duflou, 2009; Zhang & Shang, 2010;hulvi, González-Cruz, Mulet, & Aguilar-Zambrano, 2013; Petrovic, Miljkovic, & Babiv, 2013; Ilevbare et al., 2013; Huang &hu, 2013). The TRIZ approach involves the following steps: specifying potential functions, idealizing, defining problems,nalyzing parameters, forming parameters, selecting a design solution, and implementing an innovative design (Moehrle,013; Ge & Wang, 2013; Hsu, Tsai, & Chen, 2013) (see Fig. 1).

As a technique that effectively resolves contradictions related to engineering problems and that reaches a bal-nce/consensus among different interests, TRIZ has been rapidly and widely adopted in the academic and industrial domainsFresner, Jantschgi, Birkel, Bärnthaler, & Krenn, 2010; Li & Huang, 2009; Pin et al., 2011; Zhang & Shang, 2010; Moehrle, 2013).

TRIZ has been widely adopted in many countries by a variety of academic research facilities, as well as byearning and teaching units (Ilevbare et al., 2013). This study found that the papers published by Science Directhttp://www.sciencedirect.com/science/search) from 2013 to 2015 are mostly about TRIZ applications in engineering and

anagement. For example, “The 10th Japan TRIZ Symposium 2014” organized by the Japan TRIZ Society (2014) invited aumber of companies (e.g., Idea, Olympus, Sony, Nikon, Pioneer, Sanno, Fujitsu, Hitachi) and university representatives toalk about their experiences with TRIZ. Most of these experiences were related to industry, technology, business and man-

114 Y.-S. Chang et al. / Thinking Skills and Creativity 19 (2016) 112–122

agement, while few involved educational use. In particular, there is a lack of systematic research into how TRIZ can affectstudents in terms of creative performance. This issue requires further attention.

2.2. Creative performance

Creativity is the ability to make new, innovative products; creative performance can be analyzed and accessed by processand outcome (Kassim, Nicholas, & Ng, 2014). Creative thinking is the most important part of the creative process (i.e., theprocess of an activity or thinking). The creative outcome has to do with the innovativeness of a creative product.

2.2.1. Creative processMost of the relevant literature has defined creativity as the process of bringing into being something that is both new and

useful (Amabile, 1996; Ritter, van Baaren, & Dijksterhuis, 2012; Sternberg & O’Hara, 1999). It is also the process of solvingproblems (Amabile, 1996; Ritter et al., 2012; Hammershøj, 2014), which consists of the following basic stages: preparation,incubation, illumination, and verification (Wallas, 1926; Hammershøj, 2014). Further analyses of creative performancesshow that the way in which a problem is initially defined determines the extent to which it will be solved in a creativemanner. Problems must be reconstructed and redefined according to context (Isaksen & Treffinger, 2004; Kuo, Chen, &Hwang, 2014). Therefore, we must first identify facts and problems, and then creatively define problems (Kandemir & Gur,2009; Cybulski, Keller, Nguyen, & Saundage, 2015; Kuo et al., 2014; Huang & Chen, 2004).

During the initial state of an ill-defined problem, goal state or action (Chrysikou & Weisberg, 2005; Jauk, Benedek, &Neubauer, 2014; Benedek, Jauk, Sommer, Arendasy, & Neubauer, 2014), the core dynamic of the creative process is obtainingnovel and useful results by fully exerting the powers of divergent and convergent thinking (Isaksen & Treffinger, 2004).

The present study proposes that the creative process involves five stages: identifying problems, analyzing problems, andidentifying, selecting, and executing a strategy.

2.2.2. Creative productsCreativity is the ability to create something useful and innovative, and the ultimate goal of a creative performance is to

produce creative or innovative products.A creative product analysis matrix (CPAM) is a common tool for assessing creative products based on three factors:

novelty (e.g., originality, being the first), resolution (logic, usefulness, appropriateness, the solvability of any problems), andelaboration and synthesis (esthetic considerations, beauty). In the area of engineering design, however, creative productsmust be novel, inventive, and valuable.

3. TRIZ educational program

Research facilities or enterprises in many countries have adopted TRIZ in innovation projects and cases. These applicationscan be categorized into three types:

(1) Applying the TRIZ procedure: when designing machines, Gironimo et al. (2013) make use of the innovative problemsolving procedure of TRIZ to (A) identify problems and elements to be improved; (B) indicate parameters of the elementsin a contradiction matrix; (C) find solutions in the contradiction matrix for the elements; (D) use two parameters in thecontradiction matrix to uncover innovation principles, and (E) develop solutions based on the innovation principles.

(2) Applying the TRIZ tool sets: Russo et al. (2014) utilize TRIZ tools to render inventive principles for designing energy-smartproducts, as well as to provide resources suggestions, standard solutions, information applications, tools for computer-aided design and design for disassembly. The result is an iTree matrix, a complete energy-smart product design model.

(3) Applying the TRIZ thinking approach: based on the TRIZ thinking process, Ferrer, Negny, Robles, and Le-Lann (2012) adopttechnical contradiction, physical contradiction and substances fields as the main components to build a knowledge modelfor the field of process engineering.

The TRIZ procedure, tools and thinking approach have become powerful research and development instruments forresearch centers, enterprises and educational institutes. We developed and evaluated a 6-week educational program,“Designing and Making Model Solar Cars,” for first-year university students based on TRIZ and its tenets about creativeproblem solving. The program was presented in the following stages:

1. Defining the goals of, tasks involved in, and resources available for this activity. Students were asked to design a modelsolar car using limited power sources (two solar panels and a motor), which entailed creativity and the ability to overcomeobstacles. Students earned higher scores as they overcame more obstacles (see Fig. 2), by demonstrating basic combining

techniques needed and gear specifications available (see Fig. 3).

2. Listing problems. Recording potential and actual impediments to producing a model solar car. For example, a heavierstructure offers the advantage of a more stable center of gravity, but it also has the disadvantage of reduced speed. Thus,the primary functional asset, stability, would lead to the problem of limited speed.

Y.-S. Chang et al. / Thinking Skills and Creativity 19 (2016) 112–122 115

Fig. 2. Obstacles encountered during this activity.

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Fig. 3. Materials available.

. Identifying contradictory statements and parameters. For example, the aforementioned problem (increased weight leadsto greater stability, but reduced speed) could be reframed as “the parameter of weight improves, the parameter of speeddeteriorates.” The following 8 of Altshuller’s 39 parameters were relevant to this activity:(1) Weight of objects: the weight of a model solar car (parameter-1 & parameter-2).(2) Ease of manufacture: the model car is easy to manufacture (parameter-32).(3) Ease of operation: the model car is easy to operate or use (parameter-33).(4) Speed: the speed of the model car when it moves (parameter-9).(5) Force: the power produced by the model car (parameter-10).(6) Shape: the shape of the model car (parameter-12).(7) Loss of energy: the energy wasted by the model car (parameter-22).(8) Loss of substance: the material wasted by the model car (parameter-23).

. Searching for possible strategies: identify four feasible strategies to resolve the contradictions between the parametersrevealed by the matrix (see Table 1). In the above example, we know the numbers in the box are 2, 8, 15 and 38.

. Proposing appropriate strategies: drawing on 40 TRIZ inventive principles and examples (Table 2), finding the appropriateexamples, and developing solutions. Teachers should select task-appropriate examples from the 40 TRIZ invention rulesin advance. In the above example, we must refer to 2, 8, 15 and 38 as the four invention rules.

. Developing designs: develop a plan to solve the problems. The plan should include drawings, manufacturing procedures,and materials needed.

. Producing a model.

. Research design and implementation

.1. Participants

The sample for this study consisted of 121 freshmen at National Taiwan Normal University, 64 (52.89%) of whom wereale, and 57 (47.11%) of whom were female. Participants were randomly assigned to an experimental or a control group.

116 Y.-S. Chang et al. / Thinking Skills and Creativity 19 (2016) 112–122

Table 1Inventive rules within a contradiction matrix for the design of model solar cars.

Note: Entries in the vertical column represent items that the designer intends to improve; those in the horizontal column are items that may cause oppositeeffects. For instance, increasing the weight of the model car (the first item in the vertical column) would reduce speed (the fourth item in the horizontal

column). The intersection of the two items is circled in Table 1, where four problem-solving strategies—2, 8, 15 and 38—are indicated. Next, the designerlooks up information about the four strategies in Table 2.

4.2. Independent variables

Teaching strategy was the independent variable in this study, and we examined differences between the experimentaland control groups with respect to the ability solve problems arising while designing and producing model solar cars. Table 3outlines the procedures followed by the two groups as they engaged in this activity. The experimental group was taughtTRIZ approaches, and the control group was taught problem solving approaches.

4.3. Dependent variables

The dependent variables in this study were creative processes and creative products. This study evaluated the novelty andusefulness of students’ written and visual representations of their identification and analysis of problems, and their abilityto propose, select, and execute strategies according to the “Creative problem-solving competency assessment indicators”(Huang & Chen, 2004). This study rates novelty and usefulness of the different stages with scores from 1 to 5. The scores arelater added to serve as the scores for creative process.

After a pretest and assessment were administered by three senior teachers, this study obtained a reliability coefficient of.92 and a Cronbach’s alpha of .82, indicating good reliability.

In terms of the creative products, this study used the creative product inventory developed by Chang et al. This inventoryassesses creative products in terms of novelty, resolution, elaboration, and synthesis.

Each aspect receives a score from 1 to 10. The scores are then added and treated as the criterion scores. Next, the criterionscores are added together to render a total score for the creative product (each aspect is given a score by raters and then thescores are pooled). This inventory also establishes reliability and validity. After a pretest, the Cronbach’s alpha reached .87;

Y.-S. Chang et al. / Thinking Skills and Creativity 19 (2016) 112–122 117

Table 2Examples of TRIZ inventive rules.

Inventive rule Example

1 Segmentation Create a modular body or removable decorative objects2 Extraction Remove unnecessary chassis (whole or partial), into a bracket car chassis3 Local quality Use different materials to increase the grip of the wheels4 Asymmetry Place the motor on one side rather than at the center of the car chassis5 Combining (integrating) Add claws to car wheels6 Universality Add capacitors to store electricity8 Counterweight Tumbling body, transforms the vehicle weight into a hill climbing strength10 Prior action Use a device such as a rubber band to store solar energy in advance12 Equipotentiality Use of a moving center of gravity to produce more torque13 Inversion The motor operates in reverse and accumulates more rebound force to push

the vehicle forward14 Spheroidality Use an elliptical chassis instead of a flat chassis15 Dynamicity The wheels can travel directly over obstacles, then touch the ground, and

continue spinning16 Partial, overdone, or excessive actions The wheel radius is much larger than the height of obstacles17 Moving to a new dimension Use the s-shape: left wheels and right wheels travel across obstacles in turn18 Mechanical vibration Wheels and suspension can vibrate up and down rather than remaining fixed19 Periodic action Wheels turn periodically to accumulate more torque20 Continuity of useful Actions Multiple driving axles replace a single driving axle22 Convert disadvantage into advantage Accelerate from the top of obstacles and generate energy and speed to

overcome subsequent obstacles23 Feedback When wheels slip down, numerous springs attached to the wheels can turn

the slip force into an upward stretch24 Mediator Add high-friction materials to the wheel surface and ground25 Self-service Reduce idling and wheel slippage26 Copying Use a mirror or aluminum foil to collect (copy) sunlight27 An inexpensive short-lived object instead of an expensive

durable oneUse straw to make the bearings

28 Replacement of a mechanical system Use a worm or rod rather than gears29 Use a pneumatic or hydraulic construction Use straws to make a flexible chassis or suspension31 Use of porous material Drill many holes on the car chassis32 Change the color Change the color of the car to improve its ability to reflect light onto the solar

panels33 Homogeneity None34 Rejection and regeneration of parts The friction materials are renewable (e.g., double-sided tape or plastic lipstick)35 Trans formation of physical or chemical states of an object None36 Phase transitions Make the wheel surface from a soft material such as konjac jelly37 Thermal expansion None38 Use strong oxidizers None40 Composite materials Car chassis and car body are made from different materials

Table 3Procedures of the experimental and control groups.

Problem solving Experimental group: instruction regarding TRIZ Control group: instruction regarding problem solving

1. Identify problems 1. Define goals and tasks, required skills, and resourcesavailable

1. Define goals and tasks, required skills, and resourcesavailable

2. Analyze problems 2. List problems and collect data 2. List problems3. Specify contradictory statements and contradictoryparameters

3. Collect data

3. Propose strategies 4. Seek possible strategies 4. Determine possible solutions4. Select strategy 5. Choose the best strategy 5. Choose the best solution according to criteria5. Execute strategy 6. Develop plans and design 6. Develop plans and design

7. Manufacture 7. Manufacture

Table 4Creative product assessment criteria.

Criterion Aspect Requirement

Novelty Purpose A sense of innovationDesign of form Special; originalStructure & mechanism Unique structural & operational designs

Elaboration andsynthesis

Overall style Esthetic valueColor A harmonious combination of colorsSophistication Detailed work on various parts of the car

Resolution Function Difficulty of the positions reached by the front and rear wheels of the car

118 Y.-S. Chang et al. / Thinking Skills and Creativity 19 (2016) 112–122

Table 5Descriptive statistics on creative performance.

Item Control group (n = 60) Experimental group (n = 61)

Pretest Posttest Pretest Posttest

M SD M SD Adj. M M SD M SD Adj. M

Creative processes 32.98 3.74 36.73 3.64 34.61 33.01 3.81 40.61 4.01 43.081. Identify problems 7.54 1.78 7.30 1.64 7.36 7.62 1.84 7.34 1.78 7.262. Analyze problems 7.34 2.26 7.72 2.31 7.49 7.41 2.41 8.71 2.55 8.943. Propose strategies 7.31 2.36 7.51 2.09 7.71 7.29 2.38 8.36 2.44 8.144. Select strategy 5.27 2.21 5.92 2.16 5.81 5.19 2.19 7.69 2.01 7.745. Execute strategy 6.45 2.32 7.02 1.92 7.46 6.76 2.44 8.46 2.23 8.09

Creative products 57.16 16.98 54.60 18.01 51.88 58.46 16.54 62.77 17.66 63.121. Novelty 21.24 5.10 20.17 4.77 18.19 20.76 5.23 22.56 5.12 23.79

2. Elaboration and synthesis 22.89 4.32 23.97 4.02 25.01 22.16 4.43 24.01 3.96 23.863. Resolution 13.43 2.87 13.92 3.00 14.01 14.26 2.79 16.53 2.94 16.34

after assessment by three senior teachers, the reliability coefficient was .93. This reflects good reliability. Table 4 presentsthe criterion for each aspect of creative performance.

4.4. Procedure

This study employed pretest–posttest quasi-experimental designs. Learning records and grades of the previous designs ofwind-powered toys were collected as pretest scores before conducting the experimental learning session. Then, the learningrecord and solar model cars in the experiment were graded as the posttest scores.

4.5. Data analysis

This study used multivariate analysis of covariance (MANCOVA), which yielded a statistical control for the pretest scores,to analyze the effects of TRIZ on students’ creative processes and creative products. In addition, effect sizes were expressedas partial eta squared, with .01 indicating a small, .06 a medium, and .14 a large effect (Cohen, 1988).

5. Results

5.1. The effect of TRIZ on the creative process

Table 4 presents aspects of students’ creative processes and creative products following the period of instruction.The creative process scores in this study (1) identify problems, (2) analyze problems, (3) propose strategies, (4) select

strategy and (5) execute strategy) undergo Box’s Test of Equality of Covariance Matrices (p = .034 < .05) and Wilks’ Lambda ofMANCOVA (F = .81, p < .001; partial eta squared = .26). The results clearly indicate large size effects; thus, univariate ANCOVAis required and conducted.

According to the ANCOVA results, the overall creative process of the two groups (F(1118) = 10.29, p < .01, partialeta squared = .07) reflected significant differences and medium-to-large effect sizes with regard to analyzing problems(F(1118) = 27.98, p < .01,partial eta squared = .19), proposing strategies (F(1118) = 7.71, p < .01, partial eta squared = .22),selecting a strategy (F(1118) = 32.55, p < .01, partial eta squared = .31), and executing a strategy (F(1118) = 15.35, p < .01,partialeta squared = .12). The two groups did not significantly differ with regard to identifying problems (F(1118) = 1.23). The resultsalso indicate that the experimental group’s overall performance was better than that of the control group, specificallyregarding the creative process (43.08 > 34.61), analyzing problems (8.94 > 7.49), proposing strategies (8.14 > 7.71), selectinga strategy (7.74 > 5.81), and executing a strategy (8.09 > 7.46). Tables 5 and 6 present the data underpinning these conclusions.

5.2. The effect of TRIZ on creative products

The creative product scores in this study ((1) novelty, (2) elaboration and synthesis and (3) resolution) undergo Box’s Testof Equality of Covariance Matrices (p = .028 < .05) and Wilks’ Lambda of MANCOVA (F = .78, p < .001; partial eta squared = .21).The results clearly indicate large size effects; thus, univariate ANCOVA is required and conducted.

According to the ANCOVA results, the two groups showed significant differences in their overall ability to produce creative

products (F(1118) = 22.68, p < .01, partial eta squared = .11). Specifically, significant differences and medium-to-large effectsizes were found between the groups with regard to novelty (F(1118) = 14.13, p < .01, partial eta squared = .15) and resolution(F(1118) = 28.55, p < .01, partial eta squared = .22).

Y.-S. Chang et al. / Thinking Skills and Creativity 19 (2016) 112–122 119

Table 6ANCOVA of creative performance.

Item Source Sum of squares df Mean square F p

Creative processes Treatment 49.73 1 49.73 10.29 .001**Error 618.70 118 5.24

Identify problems Treatment 4.51 1 4.51 1.23 .27Error 433.71 118 3.68

Analyze problems Treatment 54.83 1 54.83 27.98 .001**Error 231.27 118 1.96

Propose strategies Treatment 29.62 1 29.62 7.71 .01**Error 106 118 .88

Select strategy Treatment 132.94 1 132.94 32.55 .001**Error 296.08 118 2.82

Execute strategy Treatment 45.92 1 45.92 15.35 .001**Error 352.98 118 2.99

Creative product Treatment 64.16 1 64.16 22.68 .001**Error 522.39 118 4.94

Novelty Treatment 58.36 1 58.36 14.13 .001**Error 340.98 118 2.86

Elaboration and synthesis Treatment .75 1 .75 .75 .38Error 105.84 118 .89

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Resolution Treatment 82.60 1 82.60 28.55 .001**Error 298.41 118 2.77

No inter-group differences were observed with regard to elaboration and synthesis (F(1118) = .75). The results also indi-ate that the experimental group’s overall performance was superior to that of the control group with regard to creativeroducts (63.12 > 51.88), novelty (23.79 > 18.19), and resolution (16.34 > 14.01). See Tables 5 and 6.

. Discussion

.1. The effect of TRIZ on the creative process

This study found that TRIZ has a highly positive effect on students’ creative processes, especially with regard to theelection of strategies. An effective and innovative problem solving method developed through a review of patents. TRIZ cane used to produce innovative designs by helping students analyze problems and propose, select, and execute strategies.hese conclusions are supported by relevant empirical studies (Kubota & da Rosa, 2013; Vinodh, Kamala, & Jayakrishna,014), some of which have suggested that the efficiency of this approach can be enhanced by integrating it with the use ofnalogies (Vinodh et al., 2014), an attribute-based two-way specification table (Russo et al., 2014), or morphological chartsMansor, Sapuan, Zainudin, Nuraini, &Hambali, 2014).

Moreover, the educational program in this study requires students to design and make model solar cars. This programhows the significant effects of TRIZ in product design and engineering. As for the learning and teaching of business andanagement, many companies have already confirmed substantial results with TRIZ. However, it is important to note thatore projects or experiments should be carried out in the area of education.The present study also found that TRIZ did not exert a significant impact on the ability to identify problems arising during

he creative process. One possible explanation for this finding is that the first step of TRIZ involves describing or definingroblems (Vinodh et al., 2014; Russo et al., 2014; Chulvi et al., 2013; Petrovic et al., 2013), and most of us tend to do thisased on personal experience or intuition. As a result, the problems specified in the creative process can be similar to others.he use of TRIZ can lead to a more complete understanding of the depth of a problem, leading to the generation of morennovative solutions.

As far as creativity is concerned, a critical difference between problem solving and creative problem solving is whetherr not problems can be identified in the middle of a mess (Isaksen & Treffinger, 2004). TRIZ, with its various applicableolutions, is developed to take care of specific problems effectively (Wang, Samadhiya, & Chen, 2011; Russo et al., 2014).owever, the abilities of TRIZ to find new problems and to encourage “thinking outside the box” need to be reinforced. Thisan be done through creative thinking, as mentioned previously in this study.

.2. The effect of TRIZ on creative products

The results of this study indicate that TRIZ has a positive effect on the ability to produce creative products, includingheir novelty and resolution. However, this effect was not observed with respect to elaboration and synthesis. For example,

120 Y.-S. Chang et al. / Thinking Skills and Creativity 19 (2016) 112–122

Fig. 4. A power-accumulating design.

Fig. 5. A design that increases light exposure.

spring elasticity can accumulate and release an instant dynamic force/power (see Fig. 4), and the use of a hollowed chassisto reduce the weight of the car while supporting its stability can also generate the elasticity effect. On the other hand, theuse of aluminum foil increases light exposure (see Fig. 5).

According to Chang (2014), most students find it easy to create innovative forms and difficult to create innovative struc-tures or mechanisms. Students in the experimental group of this study performed outstandingly in terms of novelty andresolution. This means that TRIZ is appropriate for implementation in schools. TRIZ is also a tool for solving engineering-related problems, as all of the parameters used by TRIZ are engineering-based (Vinodh et al., 2014; Li, Atherton, & Harrison,2014), and all of the principles of invention specified by TRIZ are highly technical (Li et al., 2014). Thus, TRIZ is especiallyeffective with regard to the novelty and resolution of materials, mechanisms, structures, and functions. It should also benoted that TRIZ did not have a significant effect on elaboration and visual esthetic characteristics. Elaboration and visualaesthetic characteristics, such as simplicity, harmony, unity, trendiness/fashionability, and novelty are at the heart of aproduct, and can be approached through specific designs (Pourtalebia & Bagherzadeh, 2012). Many creativity studies havepointed out that the ability to be creative and to design creative products are interdisciplinary competencies that must beknowledge-based (Amabile, 1996; Onsman, 2015; Zivkovic et al., 2015). Therefore, we did not see an increase in creativityin terms of a product’s visual effect and function in this study. Instructors may want to consider applying TRIZ to addressproblems related to engineering innovation that arise while designing a product. Other methods of design can then beincorporated to improve elaboration and aesthetic characteristics.

7. Conclusions and suggestions

This study examined the effects of TRIZ on creative processes and creative products. TRIZ had very positive effects onstudents’ ability to analyze problems, and to seek, select, and execute a strategy. Instructors may want to apply TRIZ to fosterengineering students’ ability to think and design. Other creative methods can be adopted prior to the application of TRIZ tohelp students further define problems and perform more creatively. TRIZ also had a very positive effect on students’ abilities

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o produce creative products, including their novelty and resolution. Instructors may also want to introduce other methodso help students enhance their skills related to elaboration and esthetics.

We conducted a field experiment, in which natural subjects performed natural tasks in a natural place. The only artificialomponent in the experimental setup was the fact that participants were aware that they were taking part in an experimentnd that their behavior was being recorded and analyzed (Harrison & List, 2004; Sommerauer & Müller, 2014). In the area ofngineering design, students are often given novel themes/subjects and are required to apply innovative techniques to createovel products. In this sense, the educational and experimental contexts are fairly close, thus resulting in a limited Hawthorneffect. On the other hand, our results indicate that TRIZ can dramatically increase students’ abilities to engage in creativerocesses and produce innovative products. However, these results were obtained through a single case study/activity. Ishere a difference when TRIZ is applied to different engineering subjects or learning topics? How does TRIZ, in the casef an educational application, affect students with different learning abilities? Future research that uses a more detailednd systematic approach to examine changes in students’ abilities to think creatively or produce engineering designs willignificantly improve engineering education.

cknowledgement

We would like to thank the National Science Council of the Republic of China (Taiwan) for financial support of this researchnder contract numbers NSC 98-2511-S-003-018-MY2 and NSC 100-2511-S-003-008-.

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