Teamwork is gaining increasing attention in a broader management research. In addition to previous research on the relationship between team structure and innovation performance, this study draws from an interesting e...Teamwork is gaining increasing attention in a broader management research. In addition to previous research on the relationship between team structure and innovation performance, this study draws from an interesting experience-based theory advanced by Kelley and Littman （2005）, which examines teams from design thinking perspective, and tests its contributions and effects on team＇s innovation performance. According to Kelley and Littman any team should include the following team roles： The anthropologist, the experimenter, the cross-pollinator, the hurdler, the collaborator, the director, the experience architect, the set designer, the storyteller, and the caregiver. We develop theoretical logics to explain how team structure that includes these key team roles and competences lead to a better innovation performance, and propose pertinent hypotheses. Experimental-empirical research and quantitative analysis were used in the study. The study conducted multiple experiments on three samples： a group of foreign entrepreneurship students, a group of technical students, and an additional group of randomly selected individuals, aged between 20 and 58, with diverse backgrounds. A special approach was implemented and a new instrument was developed to evaluate individuals in teams. While the results show that team that possess the major competences proposed by Kelley and Littman are more innovative, preliminary results also show that not all team roles are equally important. Moreover, team roles should be allocated equally among members for better collaboration, member satisfaction, and quick response, and within one team, one prevailing personality is optimal in terms of innovativeness. We discuss the implications of our findings for future research and managerial practice.展开更多
The gamification of learning has proven educational benefits, especially in secondary education. Studies confirm the successful engagement of students with improved time on task, motivation and learning outcomes. At t...The gamification of learning has proven educational benefits, especially in secondary education. Studies confirm the successful engagement of students with improved time on task, motivation and learning outcomes. At the same time, there remains little research on games and learning at the postsecondary level of education where traditional pedagogies remain the norm. Studies that have been conducted remain almost exclusively restricted to science programs, including medicine and engineering. Moreover, postsecondary subject-matter experts who have created their own gamified experiences often are forced to do so on an ad hoc basis either on their own, teaching themselves game engines, or with irregular support from experts in the field. But to ensure a well-designed, developed, and high-quality educational experience that leads to desired outcomes for a field, a sustainable infrastructure needs to be developed in institutions that have (or can partner with) others that have an established game design program. Moreover, such a design-based learning approach can be embedded within an existing studio model to help educate participants while producing an educational product. As such, this qualitative case study provides an example of the process of operationalizing a game design studio from pre-production through post-production, drawing from the design and development of the educational video game The Museum of the Lost VR (2022). The results, resources, and classification system presented are scalable and provide models for different sized institutions. Methods to develop a sustainable infrastructure are presented to ensure interdisciplinary partnerships across departments and institutions with game design programs to collaborate and create educational experiences that optimize user experience and learning outcomes.展开更多
文摘Teamwork is gaining increasing attention in a broader management research. In addition to previous research on the relationship between team structure and innovation performance, this study draws from an interesting experience-based theory advanced by Kelley and Littman （2005）, which examines teams from design thinking perspective, and tests its contributions and effects on team＇s innovation performance. According to Kelley and Littman any team should include the following team roles： The anthropologist, the experimenter, the cross-pollinator, the hurdler, the collaborator, the director, the experience architect, the set designer, the storyteller, and the caregiver. We develop theoretical logics to explain how team structure that includes these key team roles and competences lead to a better innovation performance, and propose pertinent hypotheses. Experimental-empirical research and quantitative analysis were used in the study. The study conducted multiple experiments on three samples： a group of foreign entrepreneurship students, a group of technical students, and an additional group of randomly selected individuals, aged between 20 and 58, with diverse backgrounds. A special approach was implemented and a new instrument was developed to evaluate individuals in teams. While the results show that team that possess the major competences proposed by Kelley and Littman are more innovative, preliminary results also show that not all team roles are equally important. Moreover, team roles should be allocated equally among members for better collaboration, member satisfaction, and quick response, and within one team, one prevailing personality is optimal in terms of innovativeness. We discuss the implications of our findings for future research and managerial practice.
文摘The gamification of learning has proven educational benefits, especially in secondary education. Studies confirm the successful engagement of students with improved time on task, motivation and learning outcomes. At the same time, there remains little research on games and learning at the postsecondary level of education where traditional pedagogies remain the norm. Studies that have been conducted remain almost exclusively restricted to science programs, including medicine and engineering. Moreover, postsecondary subject-matter experts who have created their own gamified experiences often are forced to do so on an ad hoc basis either on their own, teaching themselves game engines, or with irregular support from experts in the field. But to ensure a well-designed, developed, and high-quality educational experience that leads to desired outcomes for a field, a sustainable infrastructure needs to be developed in institutions that have (or can partner with) others that have an established game design program. Moreover, such a design-based learning approach can be embedded within an existing studio model to help educate participants while producing an educational product. As such, this qualitative case study provides an example of the process of operationalizing a game design studio from pre-production through post-production, drawing from the design and development of the educational video game The Museum of the Lost VR (2022). The results, resources, and classification system presented are scalable and provide models for different sized institutions. Methods to develop a sustainable infrastructure are presented to ensure interdisciplinary partnerships across departments and institutions with game design programs to collaborate and create educational experiences that optimize user experience and learning outcomes.
