General Idea Research Articles

Determining the Effect of Feedback Quality on User Engagement on Online Idea Crowdsourcing Platforms Using an AI model

The success of idea crowdsourcing platforms relies on fostering a collaborative environment that encourages active user participation, measured by the quality and quantity of contributions and interactions. However, understanding the impact of peer interactions on user engagement and the innovation process remains challenging. While previous studies have focused on sentiment analysis, the contextual interpretation of peer feedback and its effects on engagement and innovation have yet to be explored. To address this knowledge gap, we propose a feature-based AI model that categorizes peer feedback based on its quality and polarity. Our model achieves 96% accuracy in identifying feedback quality (constructive vs. non-constructive and toxic vs. non-toxic) and feedback polarity (negative vs. positive). This contextual feedback categorization provides a foundation for quantitatively analyzing the impacts of feedback on user engagement and the innovation process. Our results show that positive and constructive peer feedback has a significantly positive effect, while toxic and negative peer feedback has a significantly negative impact on the process of idea generation, idea evaluation, and idea selection. Our results also indicate that inexperienced users are more susceptible to toxic feedback than experienced users. Based on these findings, we suggest a recommendation and reward system for incentivizing constructive feedback and preventing toxic feedback.

Visualisation Design Ideation with AI: A New Framework, Vocabulary, and Tool

This paper introduces an innovative framework for visualisation design ideation, which includes a collection of terms for creative visualisation design, the five-step process, and an implementation called VisAlchemy. Throughout the visualisation ideation process, individuals engage in exploring various concepts, brainstorming, sketching ideas, prototyping, and experimenting with different methods to visually represent data or information. Sometimes, designers feel incapable of sketching, and the ideation process can be quite lengthy. In such cases, generative AI can provide assistance. However, even with AI, it can be difficult to know which vocabulary to use and how to strategically approach the design process. Our strategy prompts imaginative and structured narratives for generative AI use, facilitating the generation and refinement of visualisation design ideas. We aim to inspire fresh and innovative ideas, encouraging creativity and exploring unconventional concepts. VisAlchemy is a five-step framework: a methodical approach to defining, exploring, and refining prompts to enhance the generative AI process. The framework blends design elements and aesthetics with context and application. In addition, we present a vocabulary set of 300 words, underpinned from a corpus of visualisation design and art papers, along with a demonstration tool called VisAlchemy. The interactive interface of the VisAlchemy tool allows users to adhere to the framework and generate innovative visualisation design concepts. It is built using the SDXL Turbo language model. Finally, we demonstrate its use through case studies and examples and show the transformative power of the framework to create inspired and exciting design ideas through refinement, re-ordering, weighting of words and word rephrasing.

How marketing and sales use digital tools for innovation ideation

With the widespread practice of using digital tools to work from home (WFH), it is not clear how this impacts innovation. While some scholars argue that digital tools limit the spontaneous conversations that are essential for innovation, others consider them the solution for innovation in a hybrid work environment. We suggest that the current confusion about the impact of digital tools on innovation is due to researchers (a) treating innovation as a homogeneous activity, rather than focusing on specific innovation activities, and (b) ignoring the nature of specific jobs of employees participating in this process. This study explores how marketing and sales professionals use digital tools during innovation ideation. The findings show that various digital tools are used for idea generation, assessment, and development. During each of these stages, marketing and sales personnel use a different mix of digital tools – serving different purposes – and face different challenges. Study findings contribute to our understanding of how digital tools impact innovation and help managers to improve innovation ideation in hybrid work environments.

무용창작 수업에서 대학생의 경험에 대한 개방성 창의적, 프로세스 참여 내재적 동기 및 창의적 수행 간의 관계

Objectives The purpose of this study was to explore the latent factor structure of the Creative Process Engagement Scale (Zhang & Bartol, 2010a) and the Creative Performance Scale (Mutonyi & Slatten, 2020) adapted for college dance students (Study 1), and to examine the effects of openness to experience on college students' creative performance through creative process engagement and intrinsic motivation (Study 2). Methods Study 1 was conducted on 127 undergraduate dance majors (17 males, 110 females) to test the validity and reliability of two scales. Data were analyzed using descriptive statistics, principal component analysis, and re-liability analysis. Study 2 was conducted on 428 dance majors (54 males, 374 females, mean age= 20.08±1.62) to examine the mediating effects of creative process engagement and intrinsic motivation on the relationship be-tween openness to experience and creative performance. The data were analyzed using confirmatory factor anal-ysis, internal consistency, and regression analysis. Results In Study 1, the latent factor structure of the Creative Process Engagement Scale and Creative Performance Scale fit a two-factor structure. The internal consistency coefficient (ɑ) was .927 for the creative process engage-ment scale and .838 for the creative performance scale. In Study 2, confirmatory factor analysis supported a three-factor structure for the creative process engagement scale and a single-factor and two-factor structure for the creative performance scale. Regression analysis showed that openness to experience has an indirect effect on creative performance through idea generation and intrinsic motivation. Conclusions Findings suggest that fostering college students' engagement in the creative process, intrinsic moti-vation, and creative performance in dance composition classes requires the promotion of cognitive styles that are open to experience.

Academic Staff Perceptions on Graduate Students’ Attitudes towards Academic Writing and Research in Selected Public Universities in Uganda

The study aimed to find out academic staff perceptions of graduate students’ attitudes towards academic writing and research skills in selected Public Universities in Uganda. It employed a phenomenological design and a qualitative approach. Graduate students, academic staff, and academic administrative staff as the study population. Study participants depended on the saturation of the findings collected. These participants were selected using a purposive sampling technique. Data from academic administrative staff and academic staff were collected using an interview guide. A focus group discussion guide for graduate students was the second data collection tool. Data were analysed using the thematic data analysis technique. Results showed that academic staff perceptions of graduate students’ attitudes on academic writing and research skills were negative. Negative perceptions were recorded on the generation of research ideas, enthusiasm, text structure, formal academic language, paraphrasing, plagiarism, and making citations. The study concluded that the perceptions of academic staff on graduate students’ attitudes towards academic writing and research were generally negative on the generation of research ideas, enthusiasm, use of formal academic research language, paraphrasing, plagiarism, and making citations. Thus, it was recommended that supervisors/mentors should be retooled in active research-based instructional supervision where they can be encouraged to work in groups, and initiate professional activities, such as mentoring and coaching, to assist them in supervising and evaluating graduate students’ research projects

The Role of Digital Media in Optimizing Project-Based Learning to Practice 21st Century Skills

The utilization of digital media in learning is crucial in the current era of education, especially in training 21st-century skills. This study explores digital media's role in optimizing project-based learning in an Islamic high school in Indonesia. The selection of this school as the research subject is based on the utilization of digital media in the learning process, which has been carried out regularly, so it is beneficial in optimizing project-based learning. This research uses a qualitative approach with a case study design. Data collection was conducted through observation, interview, and document analysis. Data analysis techniques include reduction, display, verification, and conclusion drawing. The results showed that examples of project-based learning activities in this school include learning to make dioramas from recycled paper, resin bed lamps, generator mock-ups, environmental campaign posters, and plant naming signs. These project-based learning activities are instrumental in training students' 21st-century critical thinking, creativity, digital literacy, collaboration, and problem-solving skills. Digital media in this study acts as an idea generator and inspiration to find much scientific information, not least related to making name signs on a plant. This study indirectly contributes insight into examples of teacher creativity regarding the use of digital media to create interesting and meaningful learning.

Analysis of Intervention Effects of Prototyping Utilizing UI Stencils in Elementary School Students

This study examines the impact of using stencils in paper prototyping on work time, subjective burden, and idea generation among Japanese sixth-grade students, focusing on the role of personality traits, specifically openness. Two groups were involved: Group 1 used stencils after a lecture, and Group 2 worked freehand without prior instruction. Results showed no significant difference in work time; however, a reduction in subjective burden was noted in the stencil group. While no significant correlation was found between openness and the number of stencil icons used, children with higher openness scores engaged more intensively, suggesting that stencils influence the quality and depth of engagement. The findings highlight the importance of tailored educational approaches to enhance learning outcomes.

Co-creation of migrant health interventions in Portugal: Insights from the VO(I)CES project

Abstract Background International migration is increasing both globally and in Europe, highlighting the need for responsive interventions that cater to the diverse needs and strengths of migrants. Although genuine involvement of stakeholders in the design and implementation of interventions is vital to enhance their relevance, responsiveness, and ownership, co-created migrant health interventions remain limited. This study aims to address this gap by collaboratively developing health literacy interventions with meaningful involvement from migrants and professionals from both the social and health sectors. Methods As part of the VO(I)CES project, twelve idea-generation workshops were conducted in Portugal, applying the Ophelia (Optimising Health Literacy and Access) process, engaging over 70 stakeholders (migrants, social and healthcare professionals). To guide discussions, these workshops used case vignettes developed from 16 health literacy profiles that were identified in a previous study among 1,126 migrants. The discussions aimed at eliciting detailed insights into the potential actions that are responsive to migrants’ challenges. Results Several key interventions were identified by the stakeholders, including the enhancement of cultural and linguistic training for healthcare providers, the use of community health agents/mediators to improve service delivery and community engagement, and the creation and dissemination of multilingual, multi-format health information materials. Specific interventions for groups experiencing increased vulnerabilities such as pregnant women were also proposed, alongside suggestions for creating citizen spaces and improving digital skills among healthcare staff. Conclusions The co-creation approach facilitated the development of tailored context-specific interventions that are anticipated to enhance health literacy, improve healthcare accessibility, and promote health equity for migrants. Key messages • Ideas Generation Workshops provide a platform for a wide range of groups to have their say and know their voice is being heard. • Co-creation tailors interventions to diverse needs, avoiding a one-size-fits-all approach.

Towards Malaysia MADANI: Do Leadership Styles Influence Innovative Work Behavior? A Conceptual Framework for the Malaysian Public Sector

Transformational leadership, known for inspiring and motivating employees, has been positively linked to creativity and innovation, while ambidextrous leadership, which balances exploration and exploitation behaviors and supports both idea generation and implementation. This article provides a conceptual framework for the influence of transformational and ambidextrous leadership on innovative work behavior (IWB) among PTD officers as middle managers in Malaysian public service. The first proposition is transformational leadership positively influences innovative work behavior. The second proposition is ambidextrous leadership positively influences innovative work behavior. This model will be further tested using a quantitative research method, survey questionnaires and analyzed using SPSS and PLS-SEM. Accordingly, understanding of IWB in public sector settings is enhanced. The findings demonstrate the application of Social Cognitive Theory (SCT) and thus offer new theoretical insights and practical suggestions. Thus, this study highlights the importance of work behavior that drives innovation and positive values among employees in determining productivity and efficiency in the public sector, offering valuable insights for policymakers and practitioners.

Idea generation and planning time in second language academic writing: An empirical investigation at Howard College Campus, University of KwaZulu-Natal, Durban, South Africa

Idea generation is a cognitive process which underlies the production of coherent writing. However, little is known about the nature of this process and how it is affected by different preparatory conditions. The current study examines the effects of three planning time conditions: ‘planning time’ (10 minutes), ‘extended planning time’ (20 minutes) and ‘no planning time’ and two task conditions, namely ‘topic given’ and ‘topic and ideas given’, and their effect on the quality and the quantity of idea units produced in the planning notes and essays of 30 English Second Language (ESL) learners at a South African university. The study aims to replicate an earlier study by Ong, and tests four hypotheses: hypotheses 1 and 2 state that an extended planning time has a positive effect on both the quantity and the quality of ideas generated in planning notes (hypothesis 1) and essays (hypothesis 2). Hypotheses 3 and 4 state that additional ideas alongside a topic enhance the idea generation process in both planning notes (hypothesis 3) and essays (hypothesis 4). Our findings do not verify hypothesis (1) as neither in the planning notes nor the essays was the quantity of ideas affected by the planning time conditions. Hypothesis 2 was partially verified as the quality of ideas in the essays — but not in the planning notes — improved as an effect of an extended planning time. These results differ from Ong whose data fully support both hypotheses 1 and 2. Our data falsify hypotheses 3 and 4 as the topic-given condition consistently produced both a better quality and a larger quantity of ideas in the planning notes and in the essays of the participants. This finding concurs with Ong. In conclusion, the attempt at a replication of Ong only partially yielded the same results. Interestingly, the data indicate that the idea-generation process differed between the production of the planning notes and the production of the essays.

Artificial Intelligence Assistance and Cognitive Abilities: Harnessing AI-Assisted Heuristic Methods for Transitioning from Critical to Creative Thinking in English Language Learning

Transitioning from critical to creative thinking is an essential component of English language learning, fostering problem-solving abilities, innovative idea generation, and effective communication skills. Purpose. This study examines the potential of AI-assisted heuristic methods in facilitating this cognitive shift. Methodology. Three distinct AI-driven approaches are investigated: adaptive learning systems, intelligent tutoring, and data-driven feedback. A mixed-methods approach is employed to evaluate the effectiveness of the AI-assisted heuristic methods and learners' experiences during the intervention. The study involves 60 participants, divided into three groups of 20, each exposed to one of the three AI-driven methods. English language learning resources, including reading passages, audio recordings, and interactive exercises, are integrated with the AI-assisted techniques. The 8-week intervention commences with a pre-test assessing participants' initial critical and creative thinking skills. Post-tests and surveys are administered following the intervention to measure cognitive development and gather feedback on learners' experiences. Results. Results demonstrate significant improvements in problem-solving and originality of idea generation among participants. Furthermore, learners report positive experiences and recognize the value of AI-driven approaches in personalizing learning and promoting cognitive growth. However, challenges such as technological barriers and teacher training needs are highlighted. The current research underscores the potential of AI-assisted heuristic methods in English language learning, offering valuable insights into effective teaching strategies, learning tools, and platforms. Conclusion. Findings contribute to the development of innovative interventions supporting learners in acquiring essential thinking skills amidst rapid technological advancements, ultimately empowering them to succeed in today's interconnected and knowledge-driven world.

Fostering meta-moral cognitive skills among pre-service teachers using creative problem-solving processes

Acknowledging strengths and weaknesses of an ethical judgment, called meta-moral cognitive skills, enables pre-service teachers to make better decisions. Engaging in critical thinking with creative problem-solving can critically evaluate ethical decision-making processes by analysing their different stages. Thus, this study investigated whether creative problem-solving can foster meta-moral cognitive skills. The researchers analysed solutions for a vignette based on real-life experience involving an ethical issue by 51 pre-service teachers using creative problem-solving processes: problem definition, information gathering, concept selection, conceptual combination and reorganization, idea generation, idea evaluation, solution monitoring, and implementation planning. A qualitative analysis of the responses showed that creative problem-solving supported pre-service teachers in identifying the rationale and criticisms of their ethical judgments and limitations in their proposed solutions. The implication is that it is crucial for prospective teachers to undergo training in creative problem-solving of various ethical dilemmas as part of their curriculum.

Enhancing creative divergent thinking in older adults with a semantic retrieval strategy

ABSTRACT Creative divergent thinking involves the generation of unique ideas by pulling from semantic memory stores and exercising cognitive flexibility to shape these memories into something new. Although cognitive abilities decline with age, semantic memory tends to remain intact. This study aims to utilize that memory to investigate the effectiveness of a brief cognitive training to improve creative divergent thinking. Older adults were trained using a semantic retrieval strategy to improve creativity in the Alternate Uses Task (AUT) and the Divergent Association Task (DAT). Participants were tested on the AUT and DAT across three time points: before the strategy was introduced (T0 and T1) and afterward (T2). Results showed that the strategy enhances idea novelty in the AUT; additionally, participants that initially scored lowest on the AUT showed the greatest increase in AUT performance. This finding suggests that older adults can use a semantic retrieval strategy to enhance creative divergent thinking.

Understanding mealtime behavioral problems in nursing home residents living with dementia: a group concept mapping approach

BackgroundPersons with dementia frequently experience mealtime behavioral problems that can result in reduced or lack of intake of food or fluids. Multiple underlying causes and expressions of mealtime behavioral problems complicate its interpretation and intervention, because problems originating from cognitive and functional decline and behavioral changes may interact. Healthcare professionals and family caregivers may encounter a variety of practical and moral dilemmas in dealing with these problems. We aimed at a better understanding of mealtime behavioral problems and related complex issues in nursing home residents with dementia from a daily practice perspective.MethodsWe used a mixed-method Group Concept Mapping approach in this study, and collected data online with a panel of 67 healthcare professionals, researchers and relatives from across The Netherlands. The participants contributed to either or all of the following phases: (1) the generation of ideas (brainstorm), (2) sorting, and (3) rating of the ideas. Subsequent phases included data analysis with Groupwisdom® software and interpretation of the results. Multidimensional scaling and hierarchical cluster analysis resulted in a concept map visualizing the coherence and importance of ideas. Bridging values were calculated, with low values indicating a distinct, clear concept.ResultsBrainstorming resulted in 285 statements representing 85 ideas. The concept map visualized three categories capturing ten clusters which describe the management of mealtime behavioral problems, causes of mealtime behavioral problems, and expressions and interpretations of mealtime behavioral problems. Concepts reflecting direct consequences, ethical components, and considerations to handle challenging situations overlapped on the concept map with the highest bridging values (range 0.58–0.87).ConclusionThis study added to unraveling the complex nature of mealtime behavioral problems, as perceived in practice. It is recommended to comprehensively analyze all components in the management of these problems, in particular being aware of ethical factors and align care for residents with dementia accordingly.

A Qualitative Investigation into Students’ Learning Experience with ChatGPT

The emergence of ChatGPT, a generative artificial intelligence (AI) tool, has sparked interest in its potential applications within the education sector. Despite extensive research on ChatGPT’s performance, there is a lack of understanding regarding students’ attitudes and perceptions towards this AI technology. This exploratory study aims to gain a deeper understanding of ChatGPT’s role and use in educational settings, ultimately contributing to its constructive integration into teaching and learning methodologies. A qualitative study was conducted using semi-structured interviews with 20 undergraduate students from South Korea, exploring their learning experiences, usage patterns, and concerns surrounding ChatGPT. A thematic analysis of the students’ responses revealed five key themes related to the purposes of using ChatGPT: (1) writing and language support, (2) educational and research assistance, (3) programming and coding aid, (4) idea generation and brainstorming, and (5) general knowledge acquisition. Despite the wide range of applications, some respondents acknowledged limitations and expressed skepticism regarding the information provided by ChatGPT, emphasizing the need for caution when relying on AI-generated content for educational purposes. The findings offer valuable insights into the current usage of ChatGPT and the potential challenges associated with its integration into educational settings. By leveraging the advancing capabilities of ChatGPT in teaching and learning and fostering AI literacy, educators can enhance their practices. This involves developing the necessary skills and competencies to effectively utilize AI technologies and applications, allowing them to more effectively support students’ learning needs and better prepare them for the rapidly changing landscape of education.

The Effect of Knowledge Sharing on Innovative Work Behaviour at Higher Education Institutions

ABSTRACTThis study delves into the impact of knowledge sharing on innovative work behaviour within higher education institutions in Ghana, utilising data gathered from 285 participants. Employing a quantitative approach and utilising a descriptive‐correlational research design, this research reveals a consistently high level of innovative work behaviour. All dimensions of innovative work behaviour, including idea promotion, idea generation, and idea implementation, received notably high scores. Likewise, the sub‐components of knowledge sharing, namely the community of practice, organisational communication, personal interaction, and written contribution, were rated as high within these institutions. The study establishes a significant positive correlation between knowledge sharing and innovative work behaviour (β = 0.88, p = 0.00). The study advocates for promoting knowledge‐sharing mechanisms within higher education institutions, fostering an environment that facilitates seamless knowledge exchange amongst all members.

Enhancing fieldwork readiness in occupational therapy students with generative AI.

The rapid integration of artificial intelligence (AI) into health professions education is revolutionizing traditional teaching methodologies and enhancing learning experiences. This study explores the use of generative AI to aid occupational therapy (OT) students in intervention planning. OT students often lack the background knowledge to generate a wide variety of interventions, spending excessive time on idea generation rather than clinical reasoning, practice skills, and patient care. AI can enhance creative ideation but students must still adhere to evidence-based practice, patient safety, and privacy standards. Students used ChatGPT v. 3.5 in a lecture and assignment to integrate generative AI into intervention planning. Students analyzed a case study, generated ideas with ChatGPT, selected interventions that aligned with the client's needs, and provided a rationale. They conducted evidence-based searches and wrote an analysis on how the research influenced their decisions. The results demonstrate generative AI's potential as a valuable tool for OT students, enhancing their comfort with AI and understanding of ethical and safety considerations. Qualitative feedback highlighted AI's role in boosting efficiency and creativity in intervention planning, with most students expressing strong intent to use ChatGPT in clinical practice due to its ability to reduce cognitive load and generate innovative ideas. These findings suggest that integrating generative AI into the OT curriculum could enhance intervention planning and improve clinical readiness.

An example of the adaptation of the Nominal Group Technique (NGT) to a virtual format (vNGT) within healthcare research

The Nominal Group Technique (NGT) has been used to establish clinical priorities and generate guidelines within healthcare since its creation over fifty years ago. It is characterised by its five distinct stages; introduction, silent idea generation, ‘round robin’, clarifications and rating or ranking. A key element traditionally has been the inclusion of face-to-face discussion, however in the context of COVID-19 innovations were required. This article provides a case study illustrating an adaptation of the NGT to a virtual format (vNGT) and outlines the processes involved in a virtual NGT (vNGT), using an illustrative study exploring the rehabilitation of stroke survivors. The vNGT offers opportunities for global collaborations without the constraints of geography or incurred costs. Future studies should evaluate it’s acceptability for stroke survivors to enable their participation within research.Summary statement1. This study provides a guide for the use of virtual nominal group technique (vNGT), using a freely available video-conferencing platform2. vNGT increases opportunities for global collaborations whilst incurring minimal costs.3. It remains unclear how feasible this procedure is with patient populations who have potentially less digital confidence and access.This work was supported by NIHR ARC-East Midlands, Grant number NIHR200171.

How Boardgame Players Imagine Interacting With Technology

Modern digitally-augmented boardgames have, with few exceptions, relied primarily on mobile devices rather than taking advantage of other components such as microcontrollers, sensors, and actuators. What alternative shapes might such games take? And what types of player experiences might such games support? To begin to map out answers to these questions, we collected information about how 31 hobbyist boardgame players envision interacting with technology in future analogue-digital hybrid games, using a rapid idea generation activity. We employed a qualitative content analysis approach to identify their envisioned game components, player interactions with these components, and game effects triggered by these interactions. From this analysis, we constructed a taxonomy of analogue-digital hybrid board games as envisioned by players. This paper uses the taxonomy to organise a detailed discussion of players' imagined interactions. This work thus contributes a player-centric exploration of the design space of hybrid digital-analogue games, with the aim of inspiring new, alternative approaches to boardgame design. Based on the taxonomy, we have additionally released a free and open-source ideation card deck to support new avenues into the design of future hybrid games.

New approaches to improving the student experience at Aberystwyth University libraries: from library surveys to cognitive mapping

PurposeThe findings are based on experience at Aberystwyth Universities libraries using surveys and user experience (UX) activities to identify and understand user requirements.Design/methodology/approachThis paper was initially conceived and developed as a presentation for the LibPMC Conference in July 2023. It is included in this special conference issue for this conference.FindingsThere are challenges to successful integration of UX into user engagement processes across the library and IT services. To improve shared analysis and collaborative ideas generation we developed an interactive data dashboard.Originality/valueThe research is based on practical approaches to improving our understanding of student use and requirements at Aberystwyth University libraries. It explores mechanisms used to collect findings from all areas of UX, including library surveys, focus groups and UX activities to be able to analyse and share all student experience data – to be able to analyse themes and generate ideas and actions for development.