TY - CHAP A1 - Rüdian, Sylvio Leo A1 - Haase, Jennifer A1 - Pinkwart, Niels T1 - The relation of convergent thinking and trace data in an online course T2 - Die 19. Fachtagung Bildungstechnologien (DELFI) / Lecture Notes in Informatics (LNI) N2 - 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. KW - Convergent thinking KW - creativity KW - online course KW - MOOC KW - prediction Y1 - 2021 UR - https://dl.gi.de/bitstream/handle/20.500.12116/37008/DELFI_2021_181-186.pdf?sequence=1 SP - 181 EP - 186 PB - Gesellschaft für Informatik CY - Bonn ER - TY - JOUR A1 - Cromwell, Johnathan R. A1 - Haase, Jennifer A1 - Vladova, Gergana T1 - The creative thinking profile BT - predicting intrinsic motivation based on preferences for different creative thinking styles JF - Personality and individual differences N2 - 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. Y1 - 2023 U6 - https://doi.org/10.1016/j.paid.2023.112205 SN - 0191-8869 SN - 1873-3549 VL - 208 PB - Elsevier Science CY - Amsterdam ER - TY - CHAP A1 - Haase, Jennifer A1 - Matthiesen, Julia A1 - Schüffler, Arnulf A1 - Kluge, Annette T1 - Retentivity beats prior knowledge as predictor for the acquisition and adaptation of new production processes T2 - Proceedings of the 53rd Hawaii International Conference on System Sciences N2 - 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. KW - Innovation in Organizations: Learning KW - learning KW - Unlearning KW - Intentional Forgetting KW - experiment KW - forgetting KW - prior knowledge KW - production process KW - retentivity Y1 - 2020 U6 - https://doi.org/10125/64331 VL - 53 SP - 4797 EP - 4805 PB - Western Periodicals Co. CY - North Hollywood, Calif. ER - TY - GEN A1 - Haase, Jennifer A1 - Hanel, Paul H. P. T1 - Priming creativity: Doing math reduces creativity and happiness whereas playing short online games enhance them T2 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - 154 KW - creativity KW - priming KW - enhancement KW - math KW - games KW - happiness Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-585909 SN - 1867-5808 IS - 154 ER - TY - JOUR A1 - Haase, Jennifer A1 - Hanel, Paul H. P. T1 - Priming creativity: Doing math reduces creativity and happiness whereas playing short online games enhance them JF - Frontiers in Education N2 - 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. KW - creativity KW - priming KW - enhancement KW - math KW - games KW - happiness Y1 - 2022 U6 - https://doi.org/10.3389/feduc.2022.976459 SN - 2504-284X PB - Frontiers CY - Lausanne, Schweiz ER - TY - CHAP A1 - Rudian, Sylvio Leo A1 - Haase, Jennifer A1 - Pinkwart, Niels T1 - Predicting creativity in online courses T2 - 2022 International Conference on Advanced Learning Technologies (ICALT) N2 - 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. KW - prediction KW - online course KW - trace data KW - creativity Y1 - 2022 SN - 978-1-6654-9519-6 SN - 978-1-6654-9520-2 U6 - https://doi.org/10.1109/ICALT55010.2022.00056 SP - 164 EP - 168 PB - IEEE CY - Piscataway, NJ ER - TY - CHAP A1 - Thim, Christof A1 - Gronau, Norbert A1 - Haase, Jennifer A1 - Grum, Marcus A1 - Schüffler, Arnulf A1 - Roling, Wiebke A1 - Kluge, Annette ED - Shishkov, Boris T1 - Modeling change in business processes T2 - Business modeling and software design N2 - Business processes are regularly modified either to capture requirements from the organization’s environment or due to internal optimization and restructuring. Implementing the changes into the individual work routines is aided by change management tools. These tools aim at the acceptance of the process by and empowerment of the process executor. They cover a wide range of general factors and seldom accurately address the changes in task execution and sequence. Furthermore, change is only framed as a learning activity, while most obstacles to change arise from the inability to unlearn or forget behavioural patterns one is acquainted with. Therefore, this paper aims to develop and demonstrate a notation to capture changes in business processes and identify elements that are likely to present obstacles during change. It connects existing research from changes in work routines and psychological insights from unlearning and intentional forgetting to the BPM domain. The results contribute to more transparency in business process models regarding knowledge changes. They provide better means to understand the dynamics and barriers of change processes. KW - intentional forgetting KW - routines KW - business processes KW - unlearning Y1 - 2023 SN - 978-3-031-36756-4 SN - 978-3-031-36757-1 U6 - https://doi.org/10.1007/978-3-031-36757-1_1 SP - 3 EP - 17 PB - Springer Nature CY - Cham ER - TY - JOUR A1 - Schüffler, Arnulf A1 - Thim, Christof A1 - Haase, Jennifer A1 - Gronau, Norbert A1 - Kluge, Annette T1 - Information processing in work environment 4.0 and the beneficial impact of intentional forgetting on change management T1 - Informationsverarbeitung in der Industrie 4.0 und die vorteilhafte Wirkung von intentionalem Vergessen für das Change Management JF - Zeitschrift für Arbeits- und Organisationspsychologie : german journal of work and organizational psychology N2 - Industry 4.0, based on increasingly progressive digitalization, is a global phenomenon that affects every part of our work. The Internet of Things (IoT) is pushing the process of automation, culminating in the total autonomy of cyber-physical systems. This process is accompanied by a massive amount of data, information, and new dimensions of flexibility. As the amount of available data increases, their specific timeliness decreases. Mastering Industry 4.0 requires humans to master the new dimensions of information and to adapt to relevant ongoing changes. Intentional forgetting can make a difference in this context, as it discards nonprevailing information and actions in favor of prevailing ones. Intentional forgetting is the basis of any adaptation to change, as it ensures that nonprevailing memory items are not retrieved while prevailing ones are retained. This study presents a novel experimental approach that was introduced in a learning factory (the Research and Application Center Industry 4.0) to investigate intentional forgetting as it applies to production routines. In the first experiment (N = 18), in which the participants collectively performed 3046 routine related actions (t1 = 1402, t2 = 1644), the results showed that highly proceduralized actions were more difficult to forget than actions that were less well-learned. Additionally, we found that the quality of cues that trigger the execution of routine actions had no effect on the extent of intentional forgetting. N2 - Industrie 4.0 ist basierend auf fortschreitender Digitalisierung eine globale Entwicklung, die in allen Bereichen uns heute bekannter Arbeits- und Lebenswelten Einzug halten wird. Das Internet der Dinge beschleunigt Automatisierung bis hin zu autonomen cyber-physischen Systemen. Dieser Prozess wird begleitet von einer weiteren Zunahme von Daten. Gleichzeitig reduziert sich die Aktualität der Daten und damit die Dauer ihrer Relevanz. Die Herausforderungen im Umfeld von Industrie 4.0 zu meistern bedeutet für Menschen in Organisationen diese wachsenden Datenmengen und Anpassung an fortwährende Veränderung zu bewältigen. Intentionales Vergessen kann hier unterstützen. Intentionales Vergessen fokussiert das Vergessen irrelevanter Informationen und Verhaltensweisen zu Gunsten relevanter. In diesem Artikel stellen wir einen experimentellen Ansatz zur Erforschung von Prozessen des intentionalen Vergessens in Organisationen in einer Laborumgebung (Anwendungszentrum Industrie 4.0) vor. Im Fokus der Untersuchung steht dabei das Vergessen einer ungültig gewordenen Produktions-Routine und das Ausführen der neuen, jetzt gültigen. Wir beschreiben dabei zunächst das innovative experimentelle Design zur Untersuchung von Vergessensprozessen. In einer ersten Untersuchung mit N = 18 Personen, die insgesamt 3046 Handlungen zu t1 (1402) und t2 (1644) ausführen, zeigte sich, dass hoch gelernte (prozeduralisierte) Handlungen schwerer zu vergessen sind als ohnehin nicht prozeduralisierte. Es zeigt sich aber kein Unterschied hinsichtlich der Art der Handlungen und der Hinweisreize, durch die sie aufgerufen werden. KW - intentional forgetting KW - retrieval cues KW - production routine KW - intentionales Vergessen KW - Produktions-Routine KW - Hinweisreize Y1 - 2019 U6 - https://doi.org/10.1026/0932-4089/a000307 SN - 0932-4089 SN - 2190-6270 VL - 64 IS - 1 SP - 17 EP - 29 PB - Hogrefe CY - Göttingen ER - TY - CHAP A1 - Haase, Jennifer T1 - How games spoil creativity BT - a creative mindset priming study T2 - International conference of ISPIM / International Society for Professional Innovation Management : papers / Graduate School of Industrial Engineering and Management Science, Eindhoven University of Technology N2 - 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. KW - Creativity KW - mindset KW - priming KW - gaming KW - improvement KW - enhancement Y1 - 2020 SP - 1 EP - 12 PB - International Society for Professional Innovation Management CY - Manchester ER - TY - CHAP A1 - Haase, Jennifer A1 - Thim, Christof A1 - Bender, Benedict T1 - Expanding modeling notations BT - requirements for creative process modeling T2 - Business Process Management Workshops. BPM 2021 / Lecture Notes in Business Information Processing N2 - 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. KW - Modeling KW - Requirements KW - Pockets of creativity KW - Creative process Y1 - 2022 SN - 978-3-030-94342-4 SN - 978-3-030-94343-1 U6 - https://doi.org/10.1007/978-3-030-94343-1_15 IS - 436 SP - 193 EP - 196 PB - Springer CY - Cham ER -