@incollection{CorazzaThienen2023, author = {Corazza, Giovanni Emanuele and Thienen, Julia von}, title = {Invention}, series = {The Palgrave encyclopedia of the possible}, booktitle = {The Palgrave encyclopedia of the possible}, editor = {Glăveanu, Vlad Petre}, publisher = {Springer International Publishing}, address = {Cham}, isbn = {978-3-030-90912-3}, doi = {10.1007/978-3-030-90913-0_14}, pages = {806 -- 814}, year = {2023}, abstract = {This entry addresses invention from five different perspectives: (i) definition of the term, (ii) mechanisms underlying invention processes, (iii) (pre-)history of human inventions, (iv) intellectual property protection vs open innovation, and (v) case studies of great inventors. Regarding the definition, an invention is the outcome of a creative process taking place within a technological milieu, which is recognized as successful in terms of its effectiveness as an original technology. In the process of invention, a technological possibility becomes realized. Inventions are distinct from either discovery or innovation. In human creative processes, seven mechanisms of invention can be observed, yielding characteristic outcomes: (1) basic inventions, (2) invention branches, (3) invention combinations, (4) invention toolkits, (5) invention exaptations, (6) invention values, and (7) game-changing inventions. The development of humanity has been strongly shaped by inventions ever since early stone tools and the conception of agriculture. An "explosion of creativity" has been associated with Homo sapiens, and inventions in all fields of human endeavor have followed suit, engendering an exponential growth of cumulative culture. This culture development emerges essentially through a reuse of previous inventions, their revision, amendment and rededication. In sociocultural terms, humans have increasingly regulated processes of invention and invention-reuse through concepts such as intellectual property, patents, open innovation and licensing methods. Finally, three case studies of great inventors are considered: Edison, Marconi, and Montessori, next to a discussion of human invention processes as collaborative endeavors.}, language = {en} } @misc{GerickeSoemerSchiefele2022, author = {Gericke, Christian and Soemer, Alexander and Schiefele, Ulrich}, title = {Benefits of Mind Wandering for Learning in School Through Its Positive Effects on Creativity}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {835}, issn = {1866-8364}, doi = {10.25932/publishup-58873}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-588731}, pages = {11}, year = {2022}, abstract = {There is broad agreement among researchers to view mind wandering as an obstacle to learning because it draws attention away from learning tasks. Accordingly, empirical findings revealed negative correlations between the frequency of mind wandering during learning and various kinds of learning outcomes (e.g., text retention). However, a few studies have indicated positive effects of mind wandering on creativity in real-world learning environments. The present article reviews these studies and highlights potential benefits of mind wandering for learning mediated through creative processes. Furthermore, we propose various ways to promote useful mind wandering and, at the same time, minimize its negative impact on learning.}, language = {en} } @article{GerickeSoemerSchiefele2022, author = {Gericke, Christian and Soemer, Alexander and Schiefele, Ulrich}, title = {Benefits of Mind Wandering for Learning in School Through Its Positive Effects on Creativity}, series = {Frontiers in Education}, volume = {7}, journal = {Frontiers in Education}, publisher = {Frontiers Media SA}, address = {Lausanne, Schweiz}, issn = {2504-284X}, doi = {10.3389/feduc.2022.774731}, pages = {11}, year = {2022}, abstract = {There is broad agreement among researchers to view mind wandering as an obstacle to learning because it draws attention away from learning tasks. Accordingly, empirical findings revealed negative correlations between the frequency of mind wandering during learning and various kinds of learning outcomes (e.g., text retention). However, a few studies have indicated positive effects of mind wandering on creativity in real-world learning environments. The present article reviews these studies and highlights potential benefits of mind wandering for learning mediated through creative processes. Furthermore, we propose various ways to promote useful mind wandering and, at the same time, minimize its negative impact on learning.}, language = {en} } @phdthesis{Haase2023, author = {Haase, Jennifer}, title = {Creative intensive processes}, doi = {10.25932/publishup-59388}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-593886}, school = {Universit{\"a}t Potsdam}, pages = {xiii, 346}, year = {2023}, abstract = {Creativity - developing something new and useful - is a constant challenge in the working world. Work processes, services, or products must be sensibly adapted to changing times. To be able to analyze and, if necessary, adapt creativity in work processes, a precise understanding of these creative activities is necessary. Process modeling techniques are often used to capture business processes, represent them graphically and analyze them for adaptation possibilities. This has been very limited for creative work. An accurate understanding of creative work is subject to the challenge that, on the one hand, it is usually very complex and iterative. On the other hand, it is at least partially unpredictable as new things emerge. How can the complexity of creative business processes be adequately addressed and simultaneously manageable? This dissertation attempts to answer this question by first developing a precise process understanding of creative work. In an interdisciplinary approach, the literature on the process description of creativity-intensive work is analyzed from the perspective of psychology, organizational studies, and business informatics. In addition, a digital ethnographic study in the context of software development is used to analyze creative work. A model is developed based on which four elementary process components can be analyzed: Intention of the creative activity, Creation to develop the new, Evaluation to assess its meaningfulness, and Planning of the activities arising in the process - in short, the ICEP model. These four process elements are then translated into the Knockledge Modeling Description Language (KMDL), which was developed to capture and represent knowledge-intensive business processes. The modeling extension based on the ICEP model enables creative business processes to be identified and specified without the need for extensive modeling of all process details. The modeling extension proposed here was developed using ethnographic data and then applied to other organizational process contexts. The modeling method was applied to other business contexts and evaluated by external parties as part of two expert studies. The developed ICEP model provides an analytical framework for complex creative work processes. It can be comprehensively integrated into process models by transforming it into a modeling method, thus expanding the understanding of existing creative work in as-is process analyses.}, language = {en} } @misc{HaaseHanel, 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 = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe}, number = {154}, issn = {1867-5808}, doi = {10.25932/publishup-58590}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-585909}, pages = {14}, 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} } @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} } @phdthesis{Kraft2018, author = {Kraft, Frederik}, title = {Be Creative, Now!}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-414009}, school = {Universit{\"a}t Potsdam}, pages = {VII, 230}, year = {2018}, abstract = {Purpose - This thesis set out to explore, describe, and evaluate the reality behind the rhetoric of freedom and control in the context of creativity. The overarching subject is concerned with the relationship between creativity, freedom, and control, considering freedom is also seen as an element of control to manage creativity. Design/methodology/approach - In-depth qualitative data gathered from at two innovative start-ups. Two ethnographic studies were conducted. The data are based on participatory observations, interviews, and secondary sources, each of which included a three months field study and a total of 41 interviews from both organizations. Findings - The thesis provides explanations for the practice of freedom and the control of creativity within organizations and expands the existing theory of neo-normative control. The findings indicate that organizations use complex control systems that allow a high degree of freedom that paradoxically leads to more control. Freedom is a cover of control, which in turn leads to creativity. Covert control even results in the responsibility to be creative outside working hours. Practical implications - Organizations, which rely on creativity might use the results of this thesis. Positive workplace control of creativity provides both freedom and structure for creative work. While freedom leads to organizational members being more motivated and committing themselves more strongly to their and the organization's goals, and a specific structure also helps to provide the requirements for creativity. Originality/value - The thesis provides an insight into an approach to workplace control, which has mostly neglected in creativity research and proposes a modified concept of neo-normative control. It serves to provide a further understanding of freedom for creativity and to challenge the liberal claims of new control forms.}, language = {en} } @article{MenningGrasnickEwaldetal.2018, author = {Menning, Axel and Grasnick, Bastien M. and Ewald, Benedikt and Dobrigkeit, Franziska and Nicolai, Claudia}, title = {Verbal focus shifts}, series = {Design Studies}, volume = {57}, journal = {Design Studies}, publisher = {Elsevier}, address = {Oxford}, issn = {0142-694X}, doi = {10.1016/j.destud.2018.03.003}, pages = {135 -- 155}, year = {2018}, abstract = {Previous studies on design behaviour indicate that focus shifts positively influence ideational productivity. In this study we want to take a closer look at how these focus shifts look on the verbal level. We describe a mutually influencing relationship between mental focus shifts and verbal low coherent statements. In a case study based on the DTRS11 dataset we identify 297 low coherent statements via a combined topic modelling and manual approach. We introduce a categorization of the different instances of low coherent statements. The results indicate that designers tend to shift topics within an existing design issue instead of completely disrupting it. (C) 2018 Elsevier Ltd. All rights reserved.}, language = {en} } @article{RomingerFinkWeissetal.2017, author = {Rominger, Christian and Fink, Andreas and Weiss, Elisabeth M. and Bosch, Jannis and Papousek, Ilona}, title = {Allusive thinking (remote associations) and auditory top-down inhibition skills differentially predict creativity and positive schizotypy}, series = {Cognitive neuropsychiatry}, volume = {22}, journal = {Cognitive neuropsychiatry}, number = {2}, publisher = {Taylor \& Francis}, address = {Abingdon}, issn = {1354-6805}, doi = {10.1080/13546805.2016.1278361}, pages = {108 -- 121}, year = {2017}, abstract = {Introduction: Positive schizotypy and creativity seem to be linked. However, the question still remains why they are related, and what may make the difference? As creative ideation is hypothesised as a dual process (association and inhibition), the propensity for remote associations might be a shared mechanism. However, positive schizotypy and creative thinking might be differentially linked to inhibition. Therefore, this study investigated a potentially overlapping feature of positive schizotypy and creativity (remote associations) as well as a potential dissociative factor (auditory inhibition). Methods: From a large screening sample, 46 participants covering a broad range of positive schizotypy were selected. Association proneness was assessed via two association tasks, auditory inhibition skill with the forced-left condition of the Dichotic Listening Test, and creative thinking by means of two creative ideation tests. Results: Positive schizotypy and creative thinking were positively associated. Both traits were linked to lower rates of common associations. However, creative thinking was associated with higher and positive schizotypy with lower inhibitory control in the auditory domain. Conclusions: While creativity and positive schizotypy shared some variance (related to remote associations), profound inhibition skills may be vital for creative performance and may coincide with lower levels of positive schizotypy.}, 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} } @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} } @article{ThienenWeinsteinMeinel2023, author = {Thienen, Julia von and Weinstein, Theresa Julia and Meinel, Christoph}, title = {Creative metacognition in design thinking}, series = {Frontiers in psychology}, volume = {14}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2023.1157001}, pages = {20}, year = {2023}, abstract = {Design thinking is a well-established practical and educational approach to fostering high-level creativity and innovation, which has been refined since the 1950s with the participation of experts like Joy Paul Guilford and Abraham Maslow. Through real-world projects, trainees learn to optimize their creative outcomes by developing and practicing creative cognition and metacognition. This paper provides a holistic perspective on creativity, enabling the formulation of a comprehensive theoretical framework of creative metacognition. It focuses on the design thinking approach to creativity and explores the role of metacognition in four areas of creativity expertise: Products, Processes, People, and Places. The analysis includes task-outcome relationships (product metacognition), the monitoring of strategy effectiveness (process metacognition), an understanding of individual or group strengths and weaknesses (people metacognition), and an examination of the mutual impact between environments and creativity (place metacognition). It also reviews measures taken in design thinking education, including a distribution of cognition and metacognition, to support students in their development of creative mastery. On these grounds, we propose extended methods for measuring creative metacognition with the goal of enhancing comprehensive assessments of the phenomenon. Proposed methodological advancements include accuracy sub-scales, experimental tasks where examinees explore problem and solution spaces, combinations of naturalistic observations with capability testing, as well as physiological assessments as indirect measures of creative metacognition.}, language = {en} } @article{VladovaUllrichSloaneetal.2023, author = {Vladova, Gergana and Ullrich, Andr{\´e} and Sloane, Mona and Renz, Andr{\´e} and Tsui, Eric}, title = {Editorial: new teaching and learning worlds}, series = {Frontiers in education}, volume = {8}, journal = {Frontiers in education}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2023.1175498}, pages = {1 -- 3}, year = {2023}, language = {en} }