Students’ perceptions of creativity in learning Information Technology (IT) in project groups

Zhou, Chunfang; Chen, Hongbing; Luo, Lingling

doi:10.1016/j.chb.2014.09.058

Cited by 23 publications

(12 citation statements)

References 17 publications

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“…classified (Muldner and Burleson, 2015). Another stream aims at proposing and understanding how to design collaboration technology, generally called ICT, and the influence of such technology on the user's creative behavior (Elerud-tryde and Hooge, 2014;Karakaya and Demirkan, 2015;Van Rosmalen et al, 2014;Wook et al, 2015;C. Zhou et al, 2014) and the role of IS in the development of one's creativity (Bonsignore and Quinn, 2013;Jackson et al, 2012).…”

Section: Information System Users' Creativity: a Meta-analysis Of Thementioning

confidence: 99%

Information system users’ creativity

Pacauskas

Rajala

2017

ITP

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Highlights• The study explores the effect of information technology on individual users' creative performance.• The authors link theories of flow and cognitive load to the analysis of creativity.• Ease of use is found to drive users' creativity by lowering cognitive load.• A challenging task fosters creativity if the user is immersed in the activity.ABSTRACT Purpose -Information technology has been recognized as one of the keys to improved productivity in organizations. Yet, existing research has not paid sufficient attention to how information systems influence the creative performance of individual users.Design/methodology/approach -This study draws on the theories of flow and cognitive load to establish a model of the predicted influences. We hypothesize that information technology supports creativity by engaging individuals in a creative process and by lowering their cognitive load related to the process. To test these hypotheses, we employ a meta-analytical structural equation modeling approach using 24 previous studies on creativity and information systems use. Findings -The results suggest that factors that help the user to maintain an interest in the performed task, immerse the user in a state of flow, and lower a person's cognitive load during information system use can affect the user's creative performance.Research implications -Our findings imply that a combination of the theories of flow and cognitive load complements the understanding of how information systems influence creativity.Originality/value -This paper proposes an explanation on why information systems affect creativity, which can be used by scholars to position further research, and by practitioners to implement creativity-support systems.We pose the following research question: How does information systems use influence the creative performance of individuals in a creative work process? To address this question, this study proposes a conceptual model that incorporates two theories-flow and cognitive load. Based on these two theoretical perspectives, we establish a number of hypotheses on the factors that influence the user's creative performance. The hypotheses are tested using structural equation modelling in a meta-analytical research setting, which utilizes the findings of 24 previous studies of creativity and information systems as a sample dataset.This study is structured as follows. After this brief introduction, the upcoming section reviews recent works on the links between creativity and IS use. Thereafter, we describe the main concepts of the study and form testable hypotheses. In the remaining sections, we describe our method used to test the model, present the results, and discuss the implications of the study for research and practice. THEORETICAL BACKGROUNDCreativity has been an area of perennial interest to the IS research community. It is widely discussed in entrepreneurship, management, psychology, human resources disciplines, and also in the area of information systems. Researchers have been especially interested in how d...

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Section: Information System Users' Creativity: a Meta-analysis Of Thementioning

confidence: 99%

Information system users’ creativity

Pacauskas

Rajala

2017

ITP

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“…While general creativity is the ability to generate new ideas (Boden, 1990); domain Specific creativity is the ability to innovate within a specific field (Kaufman & Baer, 1995). Zhou et al (2014) found that IT students perceived creativity to be both domain-general and domain specific and that IT students should be taught creativity tacitly and explicitly. Amabile (1996) indicates that three factors impact creativity: skills relevant to the domain, task motivation and cognitive skills.…”

Section: Non-technical Skillsmentioning

confidence: 99%

Non-Technical Skills for IT Professionals in the landscape of Social Media

Johnson

2015

AJBM

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This paper provides a comprehensive literature review on the non-technical skills needed by IT professionals to work successfully in social media. Previous research has examined nontechnical and found that soft skills such as communication, knowledge management, leadership, personal accountability, time management and an understanding of business functions are important for IT professionals to possess. No study has examined the specific soft skills that are needed in the landscape of social media such as for bogging, content sharing, customer relationship management, pod-casting and project management. This paper will provide a comprehensive list of soft skills and will ascertain which skills are required for specific social media applications. Finally a review of the literature has indicated that an understanding of one's personal brand will impact career success. The issues relevant to personal branding for IT students and professionals will be discussed. Implications for curriculum development in academia and for practitioners will be examined.

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Section: Problem-based Learningmentioning

confidence: 99%

“…In 1974, Aalborg University was founded using a combination of a problem-based and a project-organized approach (Kolmos et al, 2004). There is evidence that this university is ranked as one the top institutions in developing engineering education in Northern Europe, in accordance to both the needs of the labour market and its extensive PBL environment (Zhoua et al, 2014).According to Balve & Albert (2015), the PBL approach increases individual motivation, and introduces students to actual demands that need to be managed. In this approach, the student transitions from a passive role, in which he or she receives knowledge, to a more active stance.…”

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confidence: 99%

A Project Based Learning approach for Production Planning and Control: analysis of 45 projects developed by students

Barbalho

Reis

Bitencourt

et al. 2017

Prod.

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The project-based learning (PBL) approach has been a part of the University of Brasilia's programme from the inception of its Industrial Engineering syllabus. Production Systems Project 4 course is one among eight courses that drive the utilization of PBL approach at the curriculum, the subject of this study, in which we present a set of analyses of the projects developed between 2013 and 2016. The projects involved real-world problems, related to public and private sector enterprises in Brazil's Federal District. The conducted analyses aimed to identify the organizations' profiles and the PPC (Production Planning and Control) techniques which were used to achieve project objectives. Therefore, statistical analyses were performed, such as Correlation Analysis, Cluster Analysis, as well as qualitative documental analysis. The results of this study indicate the profile of external partners that have the highest probability of achieving satisfactory results, as well as the main planning elements which impact the final grades of the projects. KeywordsActive learning. Case study. Production engineering. Production, planning and control. of knowledge, internalized along the course, and before the program's conclusion. It is seen as essential that engineers develop not only purely technical proficiencies, but also interdisciplinary skills such as cooperation and project management (Taajamaa et al., 2013). In this sense, problem-based learning and project-based learning, both commonly called as PBL, have been widely applied as a teaching and learning strategy (Bassily et al., 2007;Kadlowec et al., 2007;Ras et al., 2007;Gillette et al., 2014;Lin et al., 2014;Jeon et al., 2014; De los Ríos-Carmenado et al., 2015).In order to improve students' knowledge retention, and better relate theory to practice by adopting a methodology that is focused on the students themselves, beginning in 2009 the University of Brasilia (UnB) has implemented an innovative undergraduate program in Industrial Engineering (Prince & Felder, 2006;Lima et al., 2012;Zindel et al., 2012). Based on the PBL approach, the course aims to foster graduate students' abilities to handle real world problems through the development of specific projects that encourage a systemic and professional interaction with several different environments.According to Zindel et al. (2012), the proposed approach promotes students' learning by means of assisting an external third party with their internal improvement projects. External partners, as pubic or private companies, will typically propose problems that are handled by course students in a group setting. These real-world case studies are developed through a project-based approach, where planning and execution are graded separately, in order to verify the undergraduates' capacity to apply technical knowledge on these authentic situations. In this context, this paper's goal is to present the results of the PBL approach in one specific course, termed Production Systems Project 4 (PSP4). This course is taught in the ...

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Students’ perceptions of creativity in learning Information Technology (IT) in project groups

Cited by 23 publications

References 17 publications

Information system users’ creativity

Information system users’ creativity

Non-Technical Skills for IT Professionals in the landscape of Social Media

A Project Based Learning approach for Production Planning and Control: analysis of 45 projects developed by students

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