Electronic Brainstorming Research Articles

The Effect of Electronic Brainstorming on Irregular Auditing Practicespractices an Analytical Study of The Opinions of a Sample of Auditors in The City of Erbil

The Effect of Electronic Brainstorming on Irregular Auditing Practicespractices an Analytical Study of The Opinions of a Sample of Auditors in The City of Erbil

The impact of Using Electronic Brainstorming ‎Strategy in a Blended Learning Environment on ‎Grade-Eleven Female Students’ in developing Moral ‎Reasoning in Islamic Education

This study aimed at identifying the effect of using an electronic ‎brainstorming strategy in a blended learning environment on ‎female eleventh-grade students’ moral reasoning development ‎in Islamic education. The study used a quasi experimental ‎design. Three groups totaling 91 students made up the study’s ‎sample. The first experimental group (n=31) received ‎instruction in a blended learning environment using an ‎electronic brainstorming strategy (70% electronic, 30% ‎traditional method). However, the second experimental group ‎‎(n=30) received instruction using the same strategies as the ‎‎30% electronic and 70% traditional methods. The control group ‎‎(n=30) received instruction via a traditional method. To achieve ‎the objectives of the study, the test of moral reasoning has been ‎used, consisting of five scenarios, each of which is made up of ‎sixteen questions. The validity of the content was investigated ‎by a group of arbitrators, and the reliability coefficient was ‎‎0.71.‎‏ ‏The results of the study showed that there were ‎statistically significant differences between students’ mean ‎scores in the three groups on the post- moral reasoning test in ‎favor of the first experimental group. In addition, the measure ‎of moral reasoning showed that there was a statistically ‎significant difference between the means of the two ‎experimental groups before and after the application. There ‎were also statistically significant differences in the levels of ‎moral reasoning among eleven-grade students in favor of the ‎first experimental group. The results of this study were ‎discussed in light of the latest reviewed literature, followed by ‎recommendations and suggestions for future studies and ‎investigations.‎ ‎(Keywords: Strategy, Electronic Brainstorming, Slended ‎Learning, Moral Reasoning, Islamic Education)‎

Electronic Brainstorming for the Joint Audit Team and Its Impact on Enhancing the Efficiency of the Auditing

Electronic Brainstorming for the Joint Audit Team and Its Impact on Enhancing the Efficiency of the Auditing

Electronic Brainstorming With a Chatbot Partner: A Good Idea Due to Increased Productivity and Idea Diversity.

Brainstorming is a creative technique that fosters collaboration to enhance idea generation. The occurrence of evaluation apprehension, a fear of being evaluated negatively by others, however, can stymy brainstorming. How the advantages of collaboration can be leveraged while evaluation apprehension is prevented is an open scientific and practical problem. In this brief research report, it is proposed that chatbots could provide a solution. Chatbots can be designed to share ideas with their users, facilitating inspiration. Compared to human beings, chatbots are also perceived as possessing limited agency and evaluative capacity. This could reduce evaluation apprehension. Given that chatbots are often embedded in a textual chat interface, social cues (picture, name, and description) can reinforce the perceived chatbot identity, enhancing its alleged effects on evaluation apprehension and subsequently on brainstorming performance. These conjectures were tested in an online 2 × 2 between-subjects experiment (n = 120) where people were instructed to brainstorm with a partner that was framed as either a chatbot or human being (but followed the same automated script), with or without the presence of social cues. The results showed that brainstorming with a chatbot led participants to produce more ideas, with more diversity than brainstorming with an alleged human being. Social cues enhanced the effect on idea diversity, but only with the chatbot. No significant effects on evaluation apprehension were found. The contribution of this study is therefore that chatbots can be used for effective human–machine teaming during brainstorming, but this enhancement is not explained by its effects on evaluation apprehension.

Revisiting the Effects of Gender Diversity in Small Groups on Divergent Thinking: A Large-Scale Study Using Synchronous Electronic Brainstorming.

Numerous studies have examined the effects of gender diversity in groups on creative performance, and no clear effect has been identified. Findings depend on situational cues making gender diversity more or less salient in groups. A large-scale study on two cohorts (N = 2,261) was conducted among business students to examine the impact of the gender diversity in small groups on divergent thinking in an idea-generation task performed by synchronous electronic brainstorming. Participants were automatically randomized in three- or four-member groups to generate ideas during 10 min on a gendered or neutral task. Then, five categories of groups where the proportion of men/women in groups varied from three/four men to three/four women were compared to examine creative performance on three divergent thinking measures (fluency, flexibility, and originality). A Multivariate Generalized Linear Mixed Model (mGLMM) showed greater fluency in all-women groups than in other groups (except mixed-gender groups composed of two men and two women), and more specifically “solo” groups composed of a single woman/man among a majority of men/women. For flexibility and originality, the superiority of all-women groups was found only in comparison to “solo” groups composed of a single woman. As gender differences are more salient in “solo” groups than in other groups faultlines may appear in groups, leading to a deleterious impact on creative performance.

Gamification and social comparison processes in electronic brainstorming

Gamification can be seen as the intentional use of game design elements in non-game tasks, in order to produce psychological outcomes likely to influence behaviour and/or performance. In this respect, we hypothesize that gamification would produce measurable effects on user performance, that this positive impact would be mediated by specific motivational and attentional processes such as flow and that gamification would moderate the social comparison process. In three experimental studies, we examine the effects of gamified electronic brainstorming interfaces on fluency, uniqueness and flow. The first study mainly focuses on time pressure, the second on performance standard and the third one introduces social comparison. The results highlight some effects of the gamified conditions on brainstorming performance, but no or negative effects on flow. All three studies are congruent in that gamification did not occur as a psychological process, which questions popular design trends observed in a number of sectors.

Creativity in Virtual Teams: A Review and Agenda for Future Research

Abstract As communication technology capabilities have improved and the globalization of the workforce has resulted in distributed teams, organizations have been shifting towards virtual teams and virtual meetings over the last decade. This trend has been accelerated with current work-from-home orders due to COVID-19. Even though virtual collaboration has, in the past, been the focus of multiple studies, there are some surprising gaps in our knowledge. For instance, there are few empirical studies examining the impact of virtual devices and tools on creative problem-solving. While there is a substantial body of research on electronic brainstorming and the use of virtual tools for idea generation, less is known about earlier processes such as problem construction or later processes such as idea evaluation and idea selection. Furthermore, as a dynamic process, creativity and innovation is heavily influenced by the people engaged in the process and their collaborative environment, yet there is a gap in the literature regarding the type of virtual tools used in the process (i.e., audio + video vs. audio alone, or the use of file-sharing technologies). In this paper, we will review the current literature on virtual teams, virtual meetings, and creativity. We will then explore theoretical frameworks such as media richness theory that can help us understand how virtuality and virtual tools may influence team creativity across the dynamic range of the creative problem-solving process. Finally, given the limited research in the domain of virtual team creativity we provide questions to help guide future research. Research questions will help identify those areas where virtual teams may be beneficial for creativity and areas where virtual teams may be likely to perform less effectively on creative tasks.

The effect of intrinsic motivation and environmental cues on social creativity

ABSTRACT Motivation is key to the generation of creative ideas, intrinsic motivation is the core driving force of creativity. Researchers believe that individuals with higher intrinsic motivation will produce higher novelty and flexibility. Creativity may also be influenced by environmental cues, which are objects in the environment that individuals can use to solve problems. This study investigated the influence of intrinsic motivation and environmental cues on social creativity and whether there is an interaction effect of intrinsic motivation and environmental cues on the process of electronic brainstorming (EBS). The results showed that individuals generated more ideas (both in quantity and type) when presented with more cues. In this process, the influence of the number of cues on the fluency and flexibility of social creativity was regulated by intrinsic motivation. The more novel the cues, the higher the overall level of originality of the ideas generated by participants. In this process, the influence of the novelty of cues on the effectiveness and fluency of social creativity was regulated by intrinsic motivation. This study offers a fresh theoretical perspective on the complicated relationship between intrinsic motivation and creativity. Furthermore, it provides empirical evidence to inform training on social creativity for university students.

P.633 So many formulations, so little concentration: how many modifications do we need until finding the optimal treatment for childhood ADHD?

This entry discusses the use of computers in creativity measurement and assessment. Special emphasis is placed on the use of algorithms for scoring the responses generated during divergent thinking tasks. These algorithms are rooted in various theories of semantics, the details of which are also reviewed. In addition, advances in the use of computers for electronic brainstorming and for domain-specific creativity measurement beyond verbal divergent thinking are also reviewed. The objective is to provide readers with information on the various methods that are available, and a brief discussion of computational semantics.

Do field-dependent individuals tend to have lower creativity than field-independent ones? The role of informational cues in electronic brainstorming

ABSTRACT Much research on brainstorming has found that the power of a team can stimulate individual creativity, and that this influence is more prominent in computer-mediated online interactions. However, creativity appears to depend on the outcome of combining certain environmental factors with certain kinds of Individual characteristics. Two experiments using electronic brainstorming were conducted in this study to examine the creative performance of individuals with different cognitive styles in several creative fields and with various environmental cues. Overall, it was found that cognitive styles significantly affected the creativity of individuals. Creative performances of individuals with field-independent cognitive styles were more stable than those of individuals with field-dependent cognitive styles. However, the appearance of environmental cues reversed this particular effect. When cues were present, there were no significant differences between the creativity of field-dependent and field-independent individuals. The findings provide empirical evidence for improving the creativity of field-dependent individuals and have significant implications for education and talent cultivation.

Ideation in the digital age: literature review and integrative model for electronic brainstorming

Various brainstorming techniques have been proposed to facilitate and enhance creativity during idea generation (ideation) sessions. A review of previous studies on brainstorming has been conducted, focusing on electronic brainstorming (EBS) as a seemingly suitable and prevalent platform in the twenty-first century. Based on the review, we propose an integrative model for EBS sessions, which includes guidelines and suggested improvements. Insights gained from this review can be used to guide decision-makers and managers in organizations on how to conduct EBS sessions efficiently and effectively. Additionally, this review maps existing research on EBS and outlines lacunas and gaps future research should investigate.

Creating while taking turns, the choice to unlocking group creative potential

This study aimed to examine how communication modes affect creative idea generation in groups. Three communication mode conditions were created: natural (N), turn-taking (T), and electronic brainstorming (E). Participants were randomly recruited and grouped in dyads to solve one alternative uses task (AUT) in each condition, during which functional near-infrared spectroscopy (fNIRS)-based hyperscanning was used to record interpersonal neural responses. No difference was observed in AUT fluency across the three conditions, but AUT uniqueness was higher in the T condition than in the E condition. In addition, AUT uniqueness, AUT fluency, and perspective-taking behaviours increased faster in the T condition than in the other conditions. The T condition also showed higher perspective-taking behaviours than did the other conditions. Moreover, fNIRS data showed higher interpersonal brain synchronisation (IBS) increments at the right angular gyrus in the T condition than in the other conditions, which positively predicted perspective-taking behaviours between individuals during group creativity tasks. These findings indicate that when group members create together while taking turns, both creative performance and interpersonal interaction processes can be stimulated.

The sequential order and quality of ideas in electronic brainstorming

A widely accepted ideation assumption is that the quality of ideas improves as the number of unique ideas increases. In many situations, this assumption also means that better ideas tend to come later in a brainstorming process, which indicates an order effect. We conduct an observational study with 215 electronic brainstorming sessions to explore the following research questions: 1) whether or not the quality of ideas improves as the number of ideas increases and 2) whether better ideas tend to come later in the brainstorming process. This research contributes to the existing literature by providing a rigorous test and strong support that better ideas emerge later in brainstorming sessions and that more ideas lead to better ideas.

The relation between openness and creativity is moderated by attention to peers’ ideas in electronic brainstorming

ABSTRACT An emerging body of research has focused on students’ creativity in group contexts, with the assumption that students could be inspired by peers’ ideas. Although students’ openness and attention to peers’ ideas are claimed to play important roles in their creativity in group settings, there is little empirical research that tests this assumption. This study examined the moderating effect of attention to peers’ ideas in the relation between openness and creativity in electronic brainstorming. Participants were 91 undergraduate students who took about 10 min to complete a creative idea generation task during electronic brainstorming. Regression analyses found that students who were characterized by high openness were more creative, but only when they showed more attention to peers’ ideas. This suggests that electronic brainstorming can be useful for enhancing the creativity of some students.

Designing an Electronic Brainstorming Environment for Engaging East-Asian Teams

ABSTRACTThis study examines the effects of content anonymity on performance and satisfaction in electronic brainstorming (EBS), focusing on the social identity factors among participants and the group interaction environment (the EBS interface). The research model includes participants’ individualism, group cohesion, perceived instrumentality, and the resulting affective responses towards session outcome and process. A custom-designed electronic brainstorming interface was implemented in two conditions, in tightly controlled experimental sessions with 18 four-member student teams. Structural equation modeling and rating of idea quality were conducted. The study confirmed prior findings that anonymous interfaces lead to generally better subjective and objective outcomes. Displaying participant contributions anonymously in one sequential pool contributed to greater satisfaction and better group performance than identifying the four group members and segregating their contributions. Perceived instrumentality was found to mediate enjoyment and satisfaction in different ways depending on subjects’ individualist and group orientations.

The Impact of Using Electronic Brainstorming Strategy in a Blended Learning Environment on Grade-Eleven Female Students’ Achievement in Islamic Education in the Sultanate of Oman

This study aimed at identifying the impact of using Electronic Brainstorming Strategy in a Blended Learning Environment on grade-eleven female students’ achievement in Islamic Education in the Sultanate of Oman. The study used the quasi experimental design, which consists of two experimental groups and a control group. In term of the treatment, the experimental groups were divided into two parts: The first experimental group n=30; which was taught using Electronic Brainstorming Strategy 70% electronic-30% traditional method) while the second experimental group n=30 was taught using the same strategies. The control group n=30 was taught using a traditional method. To achieve the objectives of the study, a 30-question achievement test was prepared. The test was given to a jury panel to judge its validity. As for the reliability factor, it was 0.71 as measured by Cronbach’s alpha. The results of the study showed that there were statistically significant differences between the means of the students in the three groups on the post- achievement, in favor of the first experimental group. In addition, it was found that there was a statistically significant difference in the means of the post achievement due to the method of teaching the Electronic Brainstorming Strategy and achievement levels in the favor of the first experimental group and the higher achievement level. The study recommended using the strategy of electronic brainstorming in teaching Islamic education due to its positive implications on achievement.

The Impact of Using Electronic Brainstorming Strategy in a Blended Learning Environment on Grade-Eleven Female Students’ Achievement in Islamic Education in the Sultanate of Oman

The study aimed to calibrate Oman data of the PIRLS test using the graded response model and to examine the psychometric properties of it, as well as identify the fit and unfit of its items. PIRLS2011 test booklets were used, which consisted of 146 test items (74 dichotomous and 72 polytomous). Items were divided into 13 booklets; each with two blocks (one literary and one informational). PIRLS test booklets were administered to 13 groups of fourth grade students in Sultanate of Oman with a total sample of 10394 students. Assumptions of IRT (unidimensionality and local independence) were examined and supported. Also, item fit was examined and supported using Samejima’s graded response model. The data was analyzed by Multilog7.03 program to estimate both item and ability parameters. Results indicated that the assumptions of IRT were proved. Also, IRT analysis revealed that 8 items showed unfit which represents only 5% of the test items. So, this result confirms that the test has good psychometric properties under the IRT.

Ethical and Practical Considerations for Collecting Research-Related Data from Commercially Sexually Exploited Children

ABSTRACTThis article presents seven challenges of collecting primary (i.e., firsthand) data from commercially sexually exploited children (CSEC). We drew on our research team's experience collecting longitudinal data from 28 CSEC survivors with a 12-month follow-up period. We used both face-to-face and electronic group brainstorming methods to nominate a list of research-related challenges. The two main themes that were identified were challenges that can limit data quality and concerns about the impact of research on participants, researchers, and others. The three challenges related to data quality are (1) the age of the research participants; (2) questions about obtaining informed consent from parents or guardians; and (3) the over-interrogation of CSEC youth. The four challenges related to concerns about the impact of research were (4) concerns that research participation may further exploit youth; (5) staying in the role of researcher and refraining from providing advocacy; (6) secondary trauma and burnout experienced by research staff; and (7) the additional burden that research and data collection may place on the advocates and direct service providers. Because the process of collecting data from CSEC youth can be complicated, and rife with ethical and practical challenges, we have relayed our experiences with seven specific research-related challenges in order to stimulate discourse and further progress in the field.

A review of brainstorming techniques in higher education

Various Brainstorming (BS) techniques have been proposed specifically to develop individuals’ creativity and productivity during idea-generation sessions. Yet, the available knowledge about the potential of certain BS techniques seem very limited in higher education. Thus, a review of previous studies on some BS types such as the traditional brainstorming (TBS), nominal brainstorming (NBS), and electronic brainstorming (EBS) was conducted. A total of 42 well-grounded studies about the use of these techniques in a university context were reviewed. The classification of these studies was based on four key schemes related to the purpose of use, opportunities, challenges, and proposed solutions in a discipline-specific context. The review results revealed a set of evidences supporting the use of TBS, NBS, and EBS in specific areas. We also provided a comprehensive view of why certain interventions can be more effective in some contexts than others. The insights gained from this review can be used to guide educational decision makers to identify the best BS practices/conditions within a university setting. It also shed light on the potential opportunities and challenges that students may experience when using certain BS rules and techniques.

Process Performance Feedback and Quality Goal Setting as Sources of Process Restrictiveness and Behavior Guidance in Electronic Brainstorming

Process Performance Feedback and Quality Goal Setting as Sources of Process Restrictiveness and Behavior Guidance in Electronic Brainstorming