Creativity

Individuals with Spinal Cord Injuries (SCI) encounter substantial barriers in accessing digital media content. Artificial Intelligence-based User Interfaces (AI UIs) possess the potential to mitigate these barriers; however, the role of creativity in their actual user experience remains underexplored. This qualitative study, aiming to analyze the impact of creativity within AI UIs on facilitating media access, investigated the experiences of 18 Iranian users with SCI through in-depth semi-structured interviews and thematic analysis. Findings indicate that AI UIs, by offering innovative interaction modalities, significantly enhance user autonomy and reduce physical impediments (a manifestation of positive creativity). However, significant challenges persist concerning accuracy, reliability, speed, complexity of use, and customization (stemming from inadequate creativity in implementation). Users articulate a demand for highly reliable, fast, simple, adaptable interfaces with adequate support. It is concluded that AI UIs hold considerable empowering potential; however, to fully realize this potential, a user-centered, inclusive design approach and a focus on operational creativity are imperative to address real-world challenges and enhance the user experience.

The present study, using a sequential mixed-methods design, mainly aims at determining the extent to which teacher stroke and teacher time perspective contribute to teacher creativity. In doing so, the participants consisted of 110 EFL students from English private institutes in the quantitative phase of the study, and a pool of eight learners were selected to participate in the qualitative phase of the study. A number of instruments were used to measure teacher stroke, time perspective and creativity. To analyze the data, the Pearson moment-to-moment correlation, multiple regression, content-based categorization, and inter-coder reliability were used. The results revealed that there was a statistically significant association between teacher stroke and teacher creativity as well as between teacher time perspective and teacher creativity. Furthermore, the results of multiple regression determined that teacher time perspective was the most possible predictor of teacher creativity since this variable provided the most robust contribution to explaining teacher creativity. The results elicited from the responses to the interviews with the students provided nine themes including: positive feelings, energizer, motivation, time management, involvement, fun, active participation, self-confidence, and trying something new. Finally, a number of practical implications are offered from EFL teachers and students and some further suggestions are made.