@article{CromwellHaaseVladova2023, author = {Cromwell, Johnathan R. and Haase, Jennifer and Vladova, Gergana}, title = {The creative thinking profile}, series = {Personality and individual differences}, volume = {208}, journal = {Personality and individual differences}, publisher = {Elsevier Science}, address = {Amsterdam}, issn = {0191-8869}, doi = {10.1016/j.paid.2023.112205}, year = {2023}, abstract = {Intrinsic motivation is widely considered essential to creativity because it facilitates more divergent thinking during problem solving. However, we argue that intrinsic motivation has been theorized too heavily as a unitary construct, overlooking various internal factors of a task that can shape the baseline level of intrinsic motivation people have for working on the task. Drawing on theories of cognitive styles, we develop a new scale that measures individual preferences for three different creative thinking styles that we call divergent thinking, bricoleurgent thinking, and emergent thinking. Through a multi-study approach consisting of exploratory factor analysis, confirmatory factor analysis, and convergent validity, we provide psychometric evidence showing that people can have distinct preferences for each cognitive process when generating ideas. Furthermore, when validating this scale through an experiment, we find that each style becomes more dominant in predicting overall enjoyment, engagement, and creativity based on different underlying structures of a task. Therefore, this paper makes both theoretical and empirical contributions to literature by unpacking intrinsic motivation, showing how the alignment between different creative thinking styles and task can be essential to predicting intrinsic motivation, thus reversing the direction of causality between the motivational and cognitive components of creativity typically assumed in literature.}, language = {en} } @article{ScheelVladovaUllrich2022, author = {Scheel, Laura and Vladova, Gergana and Ullrich, Andr{\´e}}, title = {The influence of digital competences, self-organization, and independent learning abilities on students' acceptance of digital learning}, series = {International journal of educational technology in higher education}, volume = {19}, journal = {International journal of educational technology in higher education}, number = {44}, publisher = {Springer}, address = {Cham}, issn = {2365-9440}, doi = {10.1186/s41239-022-00350-w}, pages = {33}, year = {2022}, abstract = {Despite digital learning disrupting traditional learning concepts and activities in higher education, for the successful integration of digital learning, the use and acceptance of the students are essential. This acceptance depends in turn on students' characteristics and dispositions, among other factors. In our study, we investigated the influence of digital competences, self-organization, and independent learning abilities on students' acceptance of digital learning and the influence of their acceptance on the resistance to the change from face-to-face to digital learning. To do so, we surveyed 350 students and analyzed the impact of the different dispositions using ordinary least squares regression analysis. We could confirm a significant positive influence of all the tested dispositions on the acceptance of digital learning. With the results, we can contribute to further investigating the underlying factors that can lead to more positive student perceptions of digital learning and build a foundation for future strategies of implementing digital learning into higher education successfully.}, language = {en} } @incollection{GonnermannBrandenburgerVladovaetal.2023, author = {Gonnermann, Jana and Brandenburger, Bonny and Vladova, Gergana and Gronau, Norbert}, title = {To what extent can individualisation in terms of different types of mode improve learning outcomes and learner satisfaction?}, series = {Proceedings of the 56th Annual Hawaii International Conference on System Sciences January 3-6, 2023}, booktitle = {Proceedings of the 56th Annual Hawaii International Conference on System Sciences January 3-6, 2023}, editor = {Bui, Tung X.}, publisher = {Department of IT Management Shidler College of Business University of Hawaii}, address = {Honolulu, HI}, isbn = {978-0-9981331-6-4}, pages = {123 -- 132}, year = {2023}, abstract = {With the latest technological developments and associated new possibilities in teaching, the personalisation of learning is gaining more and more importance. It assumes that individual learning experiences and results could generally be improved when personal learning preferences are considered. To do justice to the complexity of the personalisation possibilities of teaching and learning processes, we illustrate the components of learning and teaching in the digital environment and their interdependencies in an initial model. Furthermore, in a pre-study, we investigate the relationships between the learner's ability to (digital) self-organise, the learner's prior- knowledge learning in different variants of mode and learning outcomes as one part of this model. With this pre-study, we are taking the first step towards a holistic model of teaching and learning in digital environments.}, language = {en} } @inproceedings{VladovaUllrichSultanowetal.2023, author = {Vladova, Gergana and Ullrich, Andr{\´e} and Sultanow, Eldar and Tobolla, Marinho and Sebrak, Sebastian and Czarnecki, Christian and Brockmann, Carsten}, title = {Visual analytics for knowledge management}, series = {Informatik 2023}, booktitle = {Informatik 2023}, editor = {Klein, Maike and Krupka, Daniel and Winter, Cornelia and Wohlgemuth, Volker}, publisher = {Gesellschaft f{\"u}r Informatik e.V. (GI)}, address = {Bonn}, isbn = {978-3-88579-731-9}, issn = {1617-5468}, doi = {10.18420/inf2023_187}, pages = {1851 -- 1870}, year = {2023}, abstract = {The management of knowledge in organizations considers both established long-term processes and cooperation in agile project teams. Since knowledge can be both tacit and explicit, its transfer from the individual to the organizational knowledge base poses a challenge in organizations. This challenge increases when the fluctuation of knowledge carriers is exceptionally high. Especially in large projects in which external consultants are involved, there is a risk that critical, company-relevant knowledge generated in the project will leave the company with the external knowledge carrier and thus be lost. In this paper, we show the advantages of an early warning system for knowledge management to avoid this loss. In particular, the potential of visual analytics in the context of knowledge management systems is presented and discussed. We present a project for the development of a business-critical software system and discuss the first implementations and results.}, language = {en} } @techreport{GagrčinSchaetzRakowskietal.2021, author = {Gagrčin, Emilija and Schaetz, Nadja and Rakowski, Niklas and Toth, Roland and Renz, Andr{\´e} and Vladova, Gergana and Emmer, Martin}, title = {We and AI}, publisher = {Weizenbaum Institute for the Networked Society - the German Internet}, address = {Berlin}, doi = {10.34669/wi/1}, pages = {70}, year = {2021}, language = {en} } @article{UllrichVladova2016, author = {Ullrich, Andre and Vladova, Gergana}, title = {Weighing the Pros and Cons of Engaging in Open Innovation}, series = {Technology Innovation Management Review}, volume = {8}, journal = {Technology Innovation Management Review}, publisher = {Carleton University Graphic Services}, address = {Ottawa}, issn = {1927-0321}, pages = {34 -- 40}, year = {2016}, abstract = {The positive aspects of open innovation projects are widely discussed in innovation management research and practice by means of case studies and best practices. However, enterprises, particularly small and medium-sized enterprises (SMEs) also face miscellaneous challenges in open innovation practice, leading to uncertainty and even renunciation of open innovation project participation. Thus, it is essential for SMEs to find the right balance between possible positive effects and negative consequences - the latter being the less studied "dark sides" of open innovation. However, appropriate methods of finding this balance are still lacking. In this article, we discuss the assessment of open innovation project participation by presenting a weighing and decision process framework as a conceivable solution approach. The framework includes an internal, external, and integrated analysis as well as a recommendation and decision phase. Piece by piece, we investigate the current situation and the innovation goals of the enterprise as an initial point for a decision for or against engaging in open innovation. Furthermore, we discuss the development of a software tool that automatically applies this framework and allows self-assessment by SMEs.}, language = {en} } @incollection{VladovaUllrichBenderetal.2021, author = {Vladova, Gergana and Ullrich, Andr{\´e} and Bender, Benedict and Gronau, Norbert}, title = {Yes, we can (?)}, series = {Technology and innovation in learning, teaching and education : second international conference, TECH-EDU 2020, Vila Real, Portugal, December 2-4, 2020 : proceedings}, booktitle = {Technology and innovation in learning, teaching and education : second international conference, TECH-EDU 2020, Vila Real, Portugal, December 2-4, 2020 : proceedings}, editor = {Reis, Ars{\´e}nio and Barroso, Jo{\~a}o and Lopes, J. Bernardino and Mikropoulos, Tassos and Fan, Chih-Wen}, publisher = {Springer}, address = {Cham}, isbn = {978-3-030-73987-4}, doi = {10.1007/978-3-030-73988-1_17}, pages = {225 -- 235}, year = {2021}, abstract = {The COVID-19 crisis has caused an extreme situation for higher education institutions around the world, where exclusively virtual teaching and learning has become obligatory rather than an additional supporting feature. This has created opportunities to explore the potential and limitations of virtual learning formats. This paper presents four theses on virtual classroom teaching and learning that are discussed critically. We use existing theoretical insights extended by empirical evidence from a survey of more than 850 students on acceptance, expectations, and attitudes regarding the positive and negative aspects of virtual teaching. The survey responses were gathered from students at different universities during the first completely digital semester (Spring-Summer 2020) in Germany. We discuss similarities and differences between the subjects being studied and highlight the advantages and disadvantages of virtual teaching and learning. Against the background of existing theory and the gathered data, we emphasize the importance of social interaction, the combination of different learning formats, and thus context-sensitive hybrid learning as the learning form of the future.}, language = {en} }