LEGO® SERIOUS PLAY® As An Affective Experience In Doctoral Researchers’ Support: Tensions And New Freedoms

Nerantzi, Chrissi

doi:10.18646/2056.54.18-022

Cited by 9 publications

(8 citation statements)

References 14 publications

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“…They enjoyed discovering their ideas and, afterward, presenting them to their teams. In addition, the emerging playful mode positively influenced the participants' happiness, which was reinforced by the affective experience reported in previous qualitative studies (Gridley, 2018; Lotts, 2016; Nerantzi, 2018). The balance (BALANCE) of the participants' skills and challenges, an essential element of LSP workshops, is supported by activities such as skill building.…”

Section: Discussionsupporting

confidence: 69%

Section: Theoretical Contributionssupporting

confidence: 66%

“…Various studies have Flow experience and impact on creative output identified the positive atmosphere of LSP workshops (Gridley, 2018;Lotts, 2016) and "lots of laughter" (Lotts, 2016, p. 24). Nerantzi (2018) further described the LSP workshop as an "affective experience" (p. 295) that resonates with happiness. Statler and Oliver (2008) summarized that "most commonly, participants exhibited the kind of affective dynamics associated with having fun, as manifested by laughter, smiling, excitement, and unbridled enthusiasm to continue" (p. 485).…”

Section: Happiness (Happy)mentioning

confidence: 99%

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Alone but together: flow experience and its impact on creative output in LEGO® SERIOUS PLAY®

Zenk

Primus

Sonnenburg

2021

EJIM

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PurposeDo LEGO® SERIOUS PLAY® (LSP) workshops result in improved experience of flow components as well as higher levels of creative output than traditional meetings (MEET)? This research studies the extent to which LSP, as a specialized material-mediated and process-oriented cocreative workshop setting, differs from MEET, a traditional workshop setting. Hypotheses for differences in individual flow components (autotelic behavior, happiness, balance), group flow components (equal participation, continuous communication) and creative output were developed and tested in a quasi-experimental comparison between LSP and MEET.Design/methodology/approachThe study was conducted with 39 practitioners in six teams from various industries. In total, 164 observations were collected during two workshops using the Experience Sampling Method. The creative output was assessed by peer evaluations of all participants, followed by structural analysis and quantitative group comparisons.FindingsThe results show that two components of individual flow experience (autotelic behavior, happiness) were significantly higher in LSP, and one of the components of group flow experience (continuous communication) was, as expected, significantly lower. Regarding creative output, the LSP teams outperformed the MEET teams. The study suggests that a process-oriented setting that includes time for individuals to independently explore their ideas using a different kind of material in the presence of other participants has a significant influence on the team result.Practical implicationsLSP can improve the components of participants' flow experience to have an impact on the creative output of teams. In cocreative settings like LSP, teams benefit from a combination of alone time and high-quality collaborative activities using boundary objects and a clear process to share their ideas.Originality/valueThis is the first quasi-experimental study with management practitioners as participants to compare LSP with a traditional and widespread workshop approach in the context of flow experience and creative output.

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Section: Discussionsupporting

confidence: 69%

Section: Theoretical Contributionssupporting

confidence: 66%

Section: Happiness (Happy)mentioning

confidence: 99%

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Alone but together: flow experience and its impact on creative output in LEGO® SERIOUS PLAY®

Zenk

Primus

Sonnenburg

2021

EJIM

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“…Perception and experience: The use of a novel workshop material, i.e., LEGO bricks, changes the experience from a purely cognitive interaction to a more playful exploration (Roos & Victor, 1999); thereby, the evolving mode of serious play integrates, in addition to cognitive interactions, emotional and social aspects of collaboration. Various studies have highlighted the positive atmosphere of workshops that use LEGO bricks (Gridley, 2018), and Nerantzi (2018) even described LSP workshops as an ‘affective experience’ (p. 294). In summary, using LEGO bricks seems to have an effect on positive emotions.…”

Section: Development Of Hypothesesmentioning

confidence: 99%

Supporting innovation processes using material artefacts: Comparing the use of LEGO bricks and moderation cards as boundary objects

et al. 2021

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Various collaborative innovation methods are increasingly used in strategy development and the implementation of organizational challenges. The aim of applying them is to involve different agents of an organization and support them in generating new ideas in a joint effort. For this research, an experimental field study was conducted in the course of an innovation workshop for 80 top managers in the public sector using a quantitative questionnaire and an ethnographic observation. A novel workshop format was designed using different materials to support the beginning of this innovation process. The groups used either traditional workshop materials, that is, moderation cards (small sheets of colored paper), or novel workshop materials, that is, LEGO bricks. Our results show that both materials significantly influenced the human experience in the workshop. The use of LEGO bricks was perceived as more enjoyable, active, and inspiring than the use of moderation cards. However, the perceived group outcome using moderation cards was rated higher than that working with LEGO bricks. We discuss how using novel workshop materials changes the experience of an innovation workshop, but we also highlight that additional factors, including translation effects, trained facilitators, and specific innovation phases, must be considered to outperform the use of traditional materials.

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“…This is despite how, activated in representative, metaphorical or 'paradoxical' ways, images have been proven to have the capacity to support discussion, and convey meaning and engagement around the learning and teaching of complex subjects, including politics in the global south, peace and conflict studies and international history (Roberts, 2017). Visual tools can be a short cut to play and metaphor, which is known to nurture higher order learning and creative thinking by encouraging reflecting, opening up and sharing (Nerantzi, 2018), and provides the learner with insights into complex situations, the understanding of self and others (Marton and Säljö, 1976). Studies have shown that, although visual tools do not improve student performances significantly, students prefer image-based slides, and understand better with the use of visual tools (Bartsch and Cobern, 2003).…”

Section: The Visual In He: An Inferior and Illegitimate Cousin To Words?mentioning

confidence: 99%

Power, Play and Pedagogy through the PowerPoint Performance-Lecture

Tan¹

2020

IJMAR

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What could a visual-led approach to the learning and teaching of complex issues look like for a short online synchronous session? Through a playful performance-lecture exploring concepts in diversity, interdisciplinarity and social change entitled What could a neurodiversity-led 2050 look like?, this paper outlines the possibilities of visual-centred approach, using the ubiquitous Microsoft software PowerPoint (or open-sourced equivalents like Google Slides and Prezi). It seeks to contribute to discourses and practices around role of visual approaches in Higher Education (HE) to address ‘difficult’ topics like power and inequality in an engaging manner, and to empower learners as active participants, including those who may be think visually, such as dyslexic learners. Such approaches will be urgent in a reality characterised by profound socio-political injustice highlighted by Black Lives Matter (BLM), and amid a global pandemic, where teaching occurs online, and where learners and teachers alike may be short of time, attention and resources. Highlighting techniques and perspectives from art, film and neurodiversity, it invites the consideration of the PowerPoint performance-lecture as a simple yet engaging and responsive process for higher order learning and creative thinking. A secondary point of the article to call for HE to itself apply a degree of critical and creative thinking about its own position, to use self-knowledge to do better, in order to move forward. It welcomes feedback and challenges, and calls for the creation of yet more playful, innovative, visual-led approaches in the learning and teaching of complex issues in Higher Education.

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LEGO® SERIOUS PLAY® As An Affective Experience In Doctoral Researchers’ Support: Tensions And New Freedoms

Cited by 9 publications

References 14 publications

Alone but together: flow experience and its impact on creative output in LEGO® SERIOUS PLAY®

Alone but together: flow experience and its impact on creative output in LEGO® SERIOUS PLAY®

Supporting innovation processes using material artefacts: Comparing the use of LEGO bricks and moderation cards as boundary objects

Power, Play and Pedagogy through the PowerPoint Performance-Lecture

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