Automated Feedback and Creativity: On the Role of Metacognitive Monitoring in Divergent Thinking

Creativity can be seen as the interplay of various cognitive factors, such as associative, executive, and metacognitive processes. Here, we test the specific role of metacognitive monitoring and how external feedback can support creative ideation. In a series of three studies, we show the benefits of a novel automated technique that uses semantic analysis to assess originality and provides real-time feedback as ideas are generated. In two divergent thinking tasks (alternate uses tests), participants who received feedback outperformed those who received no feedback (Study 1, n = 120, preregistered), random feedback (Study 2, n = 250), or repeated be-creative instructions (Study 3, n = 264). In all studies, an appreciation scale showed that the feedback was perceived as helpful, valid, motivating, and clear. Random feedback was found to be less valid, supporting the validity of the original intervention. Self-reported levels of positive and negative emotions were examined as a competing explanation for the feedback effect. Receiving feedback did not result in different levels of emotions compared to receiving no feedback or be-creative instructions. However, an interaction showed that higher levels of positive emotion were associated with greater originality when receiving feedback. Random feedback resulted in lower levels of positive emotion, but no interaction. These studies highlight the role of metacognition in divergent thinking, as well as the applied potential of semantic analysis and the use of technology-assisted feedback interventions for creativity. The role of possible emotional and motivational factors, as well as limitations in the use of semantic analysis, is discussed.