Digital knowledge searching depth and individual creativity

Abstract

ABSTRACT:The research studies the relation of the learner's knowledge searching depth to his/her creativity when learner comes into contact with constructed knowledge. The digitized constructed knowledge environment has changed the way that knowledge has been presented through the books. By using information technology, learners now obtain knowledge rapidly in a computer-learning environment. When a learner facing a project, the way he/she searches information to build up his/her knowledge becomes a subject which is well worthy a discussion. This research first recorded each student viewing the mission-related instructional materials on computer pages in limited time. Followed by analyzing the route of subject's cognitive processes to study the relation of students who with different creativity performances to their knowledge searching depth. The participants are vocational high school students from the innovated project design class and their projects in this experiment are creative poster design. Researchers recorded and analyzed participants' viewing routes among supplied poster-design instructional materials. Researchers expect to find out the relation by discussing the knowledge searching process between different creativity performers.

Dynamic Creative Interaction Networks and Team Creativity Evolution: A Longitudinal Study

“…Moreover, we contribute by showing the verse “U” shape between interaction length and team creativity evolution. While, network studies have shown that long interaction is beneficial for trust (Reagans & McEvily, ) and the transfer of the complex knowledge (Fei & Lin, ). In most network studies, researchers look at static and stable relations, which generally are at growth or maturity phase (Kratzer et al., ; Perry‐Smith, ).…”

“…Prior research examined and found that firms and teams that are effective in deep interaction perform better (Meyer & Schermuly, ). For example, studies have regarded when advanced learners come into contact with knowledge, they prefer to knowledge searching depth (Fei & Lin, ). This implies that a certain length of interaction with others is required to get access to new knowledge and then improve creativity.…”

How Cognitive Styles Affect the Learning Behaviors of Online Problem-Solving Based Discussion Activity

“…To understand the differences in learning performance when using cognitive styles as the grouping basis of online discussion and to provide future grouping of online discussion activities with a basis, as well as relevant suggestions, this study measured the cognitive styles of each student through Ford's SPQ (Clewley et al, 2010;Fei & Lin, 2013;Ford, 1985) and classified cognitive styles into three categories to perform a problem-solving based discussion activity. The detailed procedures were as follows:…”

“…To understand the differences in learning performance when using cognitive styles as the grouping basis of online discussion and to provide future grouping of online discussion activities with a basis, as well as relevant suggestions, this study measured the cognitive styles of each student through Ford's SPQ (Clewley et al., 2010; Fei & Lin, 2013; Ford, 1985) and classified cognitive styles into three categories to perform a problem-solving based discussion activity. The detailed procedures were as follows: Testing and grouping by SPQ scale: Testing with an SPQ scale was performed before the activity, and each student was classified into the holist group, serialist group, or intermediate group (i.e., students not particularly inclined to be holists or serialists) based on their SPQ score.…”

“…Riding and Cheema (1991) suggested that cognitive styles can be arranged and differentiated by using two basic dimensions, holist-analytic or verbalizer-imager. In addition to the above, the holist–serialist cognitive styles proposed by Pask (1976) have been adopted by a number of researchers (e.g., Chen, Huang, Shih, & Chang, 2013; Eyuboglu & Orhan, 2011; Fei & Lin, 2013). Pask's (1976) holist style refers to those individuals who prefer to learn with a global approach.…”