Knowledge creation and play – a phenomenological approach

Abstract

Purpose -The purpose of this paper is to examine the experiential nature of knowledge creating interaction and to introduce a framework to explore it theoretically coherently with hermeneutic phenomenology and Hans-Georg Gadamer's concept of play. Design/methodology/approach -This paper presents a literature-based conceptual analysis of the concept of play. Gadamerian conception is related with the descriptions of knowledge creating interaction in the research of knowledge management and with the uses of the concept of play in the field of Library and Information Science (LIS). Theoretical analysis is applied in this study to structure the argumentation.Findings -This study illustrates how the preconceptions of experiences and different modes of being in interaction are implicitly present in the research of knowledge creation (KC) in the descriptions of interaction and human factors enhancing KC. A framework for examining KC in organizational circumstances is developed based on the hermeneutic phenomenology and Gadamer's concept of play, which provide a basis for understanding KC as being together in interaction. Research limitations/implications -This theoretical study develops a framework for examining the process of KC also empirically. In this study the examination of hermeneutic phenomenology is limited to the conceptions of play, authenticity and everydayness; phenomenology offers means for further explication of human being and experience. Originality/value -This study provides a new view on KC based on hermeneutic phenomenology and play, and contributes to the examination of interactive knowledge processes in the field of LIS. A theoretical model of transformational leadership and knowledge creation: the role of open-mindedness norms and leader-member exchange",

Archiving experience: an exploration of the challenges of preserving virtual reality

“…Over the past 15 years, phenomenological approaches to studying information phenomena have been gaining popularity in information studies (Alexandersson and Limberg, 2003;Dalbello, 2005aDalbello, , 2005bGorichanaz, 2019;Gorichanaz and Latham, 2016;Introna and Ilharco, 2004;Keilty and Leazer, 2018;Savolainen, 2008;Soursa, 2015;Suorsa and Huotari, 2014;VanScoy and Evenstad, 2015). Because of its focus on subjective, lived experience, phenomenology offers concepts and methods for analyzing the embodied dimensions of people engaging with VR.…”

The use of Gamification in Knowledge Management Processes: A Systematic Literature Review

“…Still in the domain of the stages of the knowledge management process and gamification, but concerning the creation and acquisition of knowledge, fewer studies were detected when compared to knowledge transfer, 11% vs 22%. However, the work by Suorsa (2015) is important, analyzing the relationship between knowledge creation and play, as well as Vallat, Bayart and Bertezene (2016), who discuss the impact of gamification on organizational learning.…”

Knowledge Management Cycle: A Scientific Literature Review

“…Knowledge management processes can be defined as all of the activities that are related to knowledge and carried in the organisations by internal or external parties. Knowledge management processes differ from one organisation to another and the number of these processes is not agreed upon among scientists (Liu et al, 2013;Wee & Chua, 2013;Obeidat et al, 2014;Ranjbarfard et al, 2014;Al Saifi, 2015;Chang & Lin, 2015;Sangari et al, 2015;Schenk et al, 2015;Suorsa, 2015;Tongo, 2015;Wahba, 2015;Kianto et al, 2016;Lee et al, 2016;Little & Deokar, 2016;Känsäkoski, 2017;Matoskova & Smesna, 2017;Pandey et al, 2018;Raudeliūnienė et al, 2018). Many researchers have studied different knowledge management processes, the most recent of them are classified according to (Table 1): creation, generation; sharing, transfer, distribution, dis-semination, conversion; application, reuse, interpretation; storage, codification, retention; acquisition, capture.…”