@inproceedings{RudianHaasePinkwart2022,
  author    = {Rudian, Sylvio Leo and Haase, Jennifer and Pinkwart, Niels},
  title     = {Predicting creativity in online courses},
  series = {2022 International Conference on Advanced Learning Technologies (ICALT)},
  booktitle = {2022 International Conference on Advanced Learning Technologies (ICALT)},
  publisher = {IEEE},
  address   = {Piscataway, NJ},
  isbn      = {978-1-6654-9519-6},
  doi       = {10.1109/ICALT55010.2022.00056},
  pages     = {164 -- 168},
  year      = {2022},
  abstract  = {Many prediction tasks can be done based on users' trace data. This paper explores divergent and convergent thinking as person-related attributes and predicts them based on features gathered in an online course. We use the logfile data of a short Moodle course, combined with an image test (IMT), the Alternate Uses Task (AUT), the Remote Associates Test (RAT), and creative self-efficacy (CSE). Our results show that originality and elaboration metrics can be predicted with an accuracy of ~.7 in cross-validation, whereby predicting fluency and RAT scores perform worst. CSE items can be predicted with an accuracy of ~.45. The best performing model is a Random Forest Tree, where the features were reduced using a Linear Discriminant Analysis in advance. The promising results can help to adjust online courses to the learners' needs based on their creative performances.},
  language  = {en}
}
@inproceedings{RuedianHaasePinkwart2021,
  author    = {R{\"u}dian, Sylvio Leo and Haase, Jennifer and Pinkwart, Niels},
  title     = {The relation of convergent thinking and trace data in an online course},
  series = {Die 19. Fachtagung Bildungstechnologien (DELFI) / Lecture Notes in Informatics (LNI)},
  booktitle = {Die 19. Fachtagung Bildungstechnologien (DELFI) / Lecture Notes in Informatics (LNI)},
  publisher = {Gesellschaft f{\"u}r Informatik},
  address   = {Bonn},
  pages     = {181 -- 186},
  year      = {2021},
  abstract  = {Many prediction tasks can be done based on users' trace data. In this paper, we explored convergent thinking as a personality-related attribute and its relation to features gathered in interactive and non-interactive tasks of an online course. This is an under-utilized attribute that could be used for adapting online courses according to the creativity level to enhance the motivation of learners. Therefore, we used the logfile data of a 60 minutes Moodle course with N=128 learners, combined with the Remote Associates Test (RAT). We explored the trace data and found a weak correlation between interactive tasks and the RAT score, which was the highest considering the overall dataset. We trained a Random Forest Regressor to predict convergent thinking based on the trace data and analyzed the feature importance. The result has shown that the interactive tasks have the highest importance in prediction, but the accuracy is very low. We discuss the potential for personalizing online courses and address further steps to improve the applicability.},
  language  = {en}
}
@inproceedings{HaaseThimBender2021,
  author    = {Haase, Jennifer and Thim, Christof and Bender, Benedict},
  title     = {Expanding modeling notations},
  series = {Business Process Management Workshops. BPM 2021 / Lecture Notes in Business Information Processing},
  booktitle = {Business Process Management Workshops. BPM 2021 / Lecture Notes in Business Information Processing},
  number    = {436},
  publisher = {Springer},
  address   = {Cham},
  isbn      = {978-3-030-94342-4},
  doi       = {10.1007/978-3-030-94343-1_15},
  pages     = {193 -- 196},
  year      = {2021},
  abstract  = {Creativity is a common aspect of business processes and thus needs a proper representation through process modeling notations. However, creative processes constitute highly flexible process elements, as new and unforeseeable outcome is developed. This presents a challenge for modeling languages. Current methods representing creative-intensive work are rather less able to capture creative specifics which are relevant to successfully run and manage these processes. We outline the concept of creative-intensive processes and present an example from a game design process in order to derive critical process aspects relevant for its modeling. Six aspects are detected, with first and foremost: process flexibility, as well as temporal uncertainty, experience, types of creative problems, phases of the creative process and individual criteria. By first analyzing what aspects of creative work modeling notations already cover, we further discuss which modeling extensions need to be developed to better represent creativity within business processes. We argue that a proper representation of creative work would not just improve the management of those processes, but can further enable process actors to more efficiently run these creative processes and adjust them to better fit to the creative needs.},
  language  = {en}
}
@inproceedings{Haase2020,
  author    = {Haase, Jennifer},
  title     = {How games spoil creativity},
  series = {International conference of ISPIM / International Society for Professional Innovation Management : papers / Graduate School of Industrial Engineering and Management Science, Eindhoven University of Technology},
  booktitle = {International conference of ISPIM / International Society for Professional Innovation Management : papers / Graduate School of Industrial Engineering and Management Science, Eindhoven University of Technology},
  publisher = {International Society for Professional Innovation Management},
  address   = {Manchester},
  pages     = {1 -- 12},
  year      = {2020},
  abstract  = {The demand for a creative workforce is every growing and effective measures to improve individual creativity are searched for. This study analyzes the possibility to use games as a prime for a creative mindset. Two short entertainment games, plus a no-game-comparison condition were set up in three versions of an online-study, along with two creativity tasks and scales to assess the individual creative mindset (fixed-vs-growth, creative self-efficacy and affect). Results indicate priming effects of the games, but in the opposite intended direction: gaming diminished the creative test performances. Those playing the games reported more ideas in the open-ended creative problem task, but those answers were of less quality and they solved less closed-problem items compared to those not playing. An impact of further mindset differences could be ruled out.},
  language  = {en}
}
@inproceedings{HaaseMatthiesenSchueffleretal.2020,
  author    = {Haase, Jennifer and Matthiesen, Julia and Sch{\"u}ffler, Arnulf and Kluge, Annette},
  title     = {Retentivity beats prior knowledge as predictor for the acquisition and adaptation of new production processes},
  series = {Proceedings of the 53rd Hawaii International Conference on System Sciences},
  volume    = {53},
  booktitle = {Proceedings of the 53rd Hawaii International Conference on System Sciences},
  publisher = {Western Periodicals Co.},
  address   = {North Hollywood, Calif.},
  doi       = {10125/64331},
  pages     = {4797 -- 4805},
  year      = {2020},
  abstract  = {In the time of digitalization the demand for organizational change is rising and demands ways to cope with fundamental changes on the organizational as well as individual level. As a basis, learning and forgetting mechanisms need to be understood in order to guide a change process efficiently and successfully. Our research aims to get a better understanding of individual differences and mechanisms in the change context by performing an experiment where individuals learn and later re-learn a complex production process using a simulation setting. The individual's performance, as well as retentivity and prior knowledge is assessed. Our results show that higher retentivity goes along with better learning and forgetting performances. Prior knowledge did not reveal such relation to the learning and forgetting performances. The influence of age and gender is discussed in detail.},
  language  = {en}
}