A Focussed Literature Review of Dual-Process Thinking to Inform the Study of Hackathons

Flus, Meagan; Olechowski, Alison

doi:10.1007/978-3-031-20418-0_10

Cited by 2 publications

(8 citation statements)

References 30 publications

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“…Additionally, it was anticipated that the hours invested in the solution phase would also positively influence product quality. This aligns with hackathons' emphasis on generating solutions and producing a high-quality final prototype (Briscoe & Mulligan 2014;Porras et al 2019;Thomson & Grierson 2021;Flus & Olechowski 2023).…”

Section: Research Objectivesmentioning

confidence: 68%

“…This tendency is driven by the pressure to showcase a final prototype to the audience at the event's conclusion (Briscoe & Mulligan 2014;Porras et al 2019). Consequently, participants may become excessively preoccupied with their solution, neglecting sufficient reflection on their design process (Lawson 2005;Gama 2017;Flus & Olechowski 2023). A recent study by Thomson & Grierson (2021) confirms concerns expressed by researchers regarding the predominant focus on solutions in hackathons.…”

Section: Hurst 2021amentioning

confidence: 96%

“…The study revealed that students assigned increased importance to the stages associated with designing the solution after participating in a design project. Another criticism is the need for hackathons to accurately mirror the decision-making environment of realistic innovation settings (Flus & Olechowski 2023). Real-world settings often involve cross-functional teams (Cooper 2019), whereas students frequently lack formal exposure to such projects (Kelland, Brisco, & Whitfield 2022).…”

Section: Hurst 2021amentioning

confidence: 99%

“…Based on the outcome-focused nature of hackathons (Briscoe & Mulligan 2014;Porras et al 2019;Flus & Olechowski 2023), the first hypothesis posited a significant correlation between the total hours invested in product development and product quality. We expected that greater time investment by participants would lead to improved final product quality.…”

Section: Research Objectivesmentioning

confidence: 99%

“…Real-world settings often involve cross-functional teams (Cooper 2019), whereas students frequently lack formal exposure to such projects (Kelland, Brisco, & Whitfield 2022). Furthermore, hackathons are characterized by their fast-paced and dynamic nature (Briscoe & Mulligan 2014;Komssi et al 2015; Flus & Hurst 2021 a ), which can create ambiguity and uncertainty (Böhle, Heidling, & Schoper 2016; Flus & Hurst 2021 a ), calling for slow design thinking (Kannengiesser & Gero 2019; Flus & Olechowski 2023). However, due to time constraints, participants are often required to adopt a rapid design thinking approach, potentially limiting exploration of design alternatives (Flus & Olechowski 2023).…”

Section: Design Education and Hackathonsmentioning

confidence: 99%

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Learning by doing? The relationship between effort, learning effect and product quality during hackathons of novice teams

Martins Pacheco,

Geisler,

Bajramovic

et al. 2024

Des. Sci.

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Design education prepares novice designers to solve complex and challenging problems requiring diverse skill sets and an interdisciplinary approach. Hackathons, for example, offer a hands-on, collaborative learning approach in a limited time frame to gain practical experience and develop problem-solving skills quickly. They enable collaboration, prototyping and testing among interdisciplinary teams. Typically, hackathons strongly focus on the solution, assuming that this will support learning. However, building the best product and achieving a strong learning effect may not be related. This paper presents the results of an empirical study that examines the relationship between product quality, learning effect and effort spent in an academic 2-week hackathon. Thirty teams identified user problems in this course and developed hardware and mechatronic products. This study collected the following data: (1) effort spent during the hackathon through task tracking, (2) learning effect through self-assessment by the participants and (3) product quality after the hackathon by an external jury. The study found that the team effort spent has a statistically significant but moderate correlation with product quality. The correlation between product quality and learning effect is statistically insignificant, suggesting that for this setting, there is no relevant association.

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Section: Research Objectivesmentioning

confidence: 68%