Filtern
Volltext vorhanden
- nein (2)
Erscheinungsjahr
- 2020 (2) (entfernen)
Dokumenttyp
- Konferenzveröffentlichung (2) (entfernen)
Sprache
- Englisch (2)
Gehört zur Bibliographie
- ja (2)
Schlagworte
- Creativity (1)
- Innovation in Organizations: Learning (1)
- Intentional Forgetting (1)
- Unlearning (1)
- enhancement (1)
- experiment (1)
- forgetting (1)
- gaming (1)
- improvement (1)
- learning (1)
Institut
- Wirtschafts- und Sozialwissenschaftliche Fakultät (2) (entfernen)
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.
How games spoil creativity
(2020)
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.