Abstract:

To investigate the impact of idea a conception technique on the creative expressions of students in vocational high schools, the SCAMMPER technique has been adopted into computer graphics classes for character design subjects. The 40 subjects were divided into two groups, an experimental and a control group. Eight lessons were taught with the SCAMMPER technique in the experimental group, and the control group students took the same hours of lessons in the conventional teaching format. Both groups were asked to take a creative expressions test, and the research findings show that statistically there is a significant difference in creative expressions in terms of idea conception, formative skills, composition skills, ability to deliver themes, and color composition skills in the experiment group due to the systematic thinking process based on the SCAMPER technique.

Introduction
The Korean society is known for its passion surrounding education and therefore, most Korean families often push their children to general high schools to prepare for the college entrance examination. This tendency causes vocational high school education to be less popular than schools that focus on studying for the college entrance examination, and results in students enrolled in vocational schools showing less confidence in their learning capabilities.

Teachers in vocational high schools express difficulties in motivating students to learn and even more difficulty enhancing creativity in students’ learning. To overcome these two hurdles in the Korean vocational high schools, we have applied the SCAMPER technique, one of the association methods for creative problem solving and for teaching character design in computer graphics class.

Methodology
Students who may not have high motivation or learning capabilities can benefit from SCAMPER, simply introducing the SCAMPER method may unleash their creative potential, and we designed experiments to see what affect the SCAMPER technique has on students idea conception and creative expression in vocational high schools.

Participants
The 40 subjects of 2nd year from two classes of a professional school were selected and students were divided into two groups, an experimental and a control group. Eight lessons were taught using the SCAMMPER technique for the experimental group, while the control group students took the same hours of lessons in the conventional teaching format.

Design of experiment
The evaluation tool for pre-and post-test is 5 questions of idea conception, formative skills, composition skills, ability to deliver themes, and color composition skills. Each item has creativity, sophistication, reconstruction, flexibility, and fluency as construct elements. The task for the pre-test was drawing a character for each one’s future occupation, and the task for the post-test was 8 hours of working to character representing Donghae city in Korea. Both tests used 5 steps of Likert scaling.

Data collection and analysis
Data has been analyzed by an experts group with SPSS/Windows 17.

Conclusions
The test results of creative expression capability show that the SCAMPER technique is very useful in improving creative expression in professional or vocational high school computer graphics classes. Also, this experiment implies that the SCAMPER technique can help teachers improve the conventional teaching methods to some degree by providing an easy way of thinking and creative expression for students.

Keywords:

Creative expression, SCAMPER, vocational education, computer graphics.