@article{HaaseVladovaBender2022,
  author    = {Haase, Jennifer and Vladova, Gergana and Bender, Benedict},
  title     = {Dating on a different stage, but with the same habits},
  series = {PsyArXiv},
  journal   = {PsyArXiv},
  number    = {245},
  doi       = {10.31234/osf.io/kj68b},
  pages     = {14},
  year      = {2022},
  abstract  = {This study aims to compare online vs. offline flirting and dating behavior using the example of the location-based real-time dating (LBRTD) app Tinder, a popular dating platform. We focus on persons' self-descriptions like self-esteem, social desirability, state social anxiety, and adjustment behavior on Tinder and the perceived data privacy of the app. Data was gathered using a survey approach with Tinder users reporting their behavior in offline and online settings. The comparison between offline and online behavior was made using Response Surface Analysis. The results suggest that the different conditions of the natural and digital worlds do not influence the individual's behavior and emotional perception. The results are analyzed and discuss gender, age, motivation to use the app, and the user's relationship status.},
  language  = {en}
}
@article{HaaseHanel2022,
  author    = {Haase, Jennifer and Hanel, Paul H. P.},
  title     = {Priming creativity: Doing math reduces creativity and happiness whereas playing short online games enhance them},
  series = {Frontiers in Education},
  journal   = {Frontiers in Education},
  publisher = {Frontiers},
  address   = {Lausanne, Schweiz},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2022.976459},
  pages     = {14},
  year      = {2022},
  abstract  = {Creative thinking is an indispensable cognitive skill that is becoming increasingly important. In the present research, we tested the impact of games on creativity and emotions in a between-subject online experiment with four conditions (N = 658). (1) participants played a simple puzzle game that allowed many solutions (priming divergent thinking); (2) participants played a short game that required one fitting solution (priming convergent thinking); (3) participants performed mental arithmetic; (4) passive control condition. Results show that divergent and convergent creativity were higher after playing games and lower after mental arithmetic. Positive emotions did not function as a mediator, even though they were also heightened after playing the games and lower after mental arithmetic. However, contrary to previous research, we found no direct effect of emotions, creative self-efficacy, and growth- vs. fixed on creative performance. We discuss practical implications for digital learning and application settings.},
  language  = {en}
}
@incollection{HaaseThimBender2022,
  author    = {Haase, Jennifer and Thim, Christof and Bender, Benedict},
  title     = {Expanding modeling notations},
  series = {Business process management workshops},
  volume    = {436},
  booktitle = {Business process management workshops},
  editor    = {Marrella, Andrea and Weber, Barbara},
  publisher = {Springer},
  address   = {Cham},
  isbn      = {978-3-030-94342-4},
  doi       = {10.1007/978-3-030-94343-1_15},
  pages     = {197 -- 208},
  year      = {2022},
  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{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}
}