”I don’t want to feel like I’m working in a 1960s factory”: The Practitioner Perspective on Creativity Support Tool Adoption
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
With the rapid development of creativity support tools, creative practitioners (e.g., designers, artists, architects) have to constantly explore and adopt new tools into their practice. While HCI research has focused on developing novel creativity support tools, little is known about creative practitioner’s values when exploring and adopting these tools. We collect and analyze 23 videos, 13 interviews, and 105 survey responses of creative practitioners reflecting on their values to derive a value framework. We find that practitioners value the tools’ functionality, integration into their current workflow, performance, user interface and experience, learning support, costs and emotional connection, in that order. They largely discover tools through personal recommendations. To help unify and encourage reflection from the wider community of CST stakeholders (e.g., systems creators, researchers, marketers, educators), we situate the framework within existing research on systems, creativity support tools and technology adoption.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it