We walk the line: Icons provisional appearances on virtual whiteboards trigger elaborative dialogue and creativity

McGrath, Lawrence; Bresciani, Sabrina; Eppler, Martin J.

doi:10.1016/j.chb.2016.05.086

Cited by 16 publications

(8 citation statements)

References 67 publications

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“…These withdrawal symptoms are highly related to travelers’ “learned affective evaluations” (Zhang 2013) before the disconnecting event. Technologies today provide ubiquitous Internet access as a functional affordance (Grgecic, Holten, and Rosenkranz 2015) and networked sociality as a social affordance (McGrath, Bresciani, and Eppler 2016). When the disconnecting event occurs, travelers evaluated the benefits and loss relating to the withdrawal of the functional and social affordances that technology previously enabled, and responded with positive or negative emotions.…”

Section: Findings and Discussionmentioning

confidence: 99%

Turning It Off: Emotions in Digital-Free Travel

Cai

McKenna

Waizenegger

2019

Journal of Travel Research

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This article aims to theorize digitally disconnected travel experiences by investigating various emotional responses during the process of withdrawal and regain of technological affordances. The theoretical concepts of affordance and emotional episodes were adopted in this study to create a conceptual framework. Fifteen diaries and 18 interviews were collected from 24 participants’ reflections of their disconnected experiences. This study thus contributes a contextual update of emotional episodes by providing a detailed account of various emotions in the entire disconnecting/reconnecting travel experience. Also, this study contributes to the affordance literature by exploring the fluidity of technology affordances and environmental affordances. This article develops the Disconnected Emotions Model (DEM), a theoretical framework to provide an understanding of the changing relationship between human emotions and material affordances.

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Section: Findings and Discussionmentioning

confidence: 99%

Turning It Off: Emotions in Digital-Free Travel

Cai

McKenna

Waizenegger

2019

Journal of Travel Research

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“…According to Kreijns et al (2013), social affordances may sustain, encourage, or initiate social interactions. McGrath et al (2016) were able to demonstrate that social affordances significantly impacted creative processes.…”

Section: Affordances and Team Collaborationmentioning

confidence: 94%

“…Social affordances can be considered the possibilities of action that people may provide one another within an environment (Gaver, 1996). In the technology context, social affordances are created by technology's material features (Treem & Leonardi, 2013), and invite social interaction (McGrath et al, 2016). For example, social media affords people to share, retweet, vote, or like a post (Lankton et al, 2015;Majchrzak et al, 2013).…”

Section: Affordances and Team Collaborationmentioning

confidence: 99%

An affordance perspective of team collaboration and enforced working from home during COVID-19

Waizenegger

McKenna

Cai

et al. 2020

European Journal of Information Systems

469

450

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COVID-19 has caused unprecedented challenges to our lives. Many governments have forced people to stay at home, leading to a radical shift from on-site to virtual collaboration for many knowledge workers. Existing remote working literature does not provide a thorough explanation of government-enforced working from home situations. Using an affordance lens, this study explores the sudden and enforced issues that COVID-19 has presented, and the technological means knowledge workers use to achieve their team collaboration goals. We interviewed 29 knowledge workers about their experiences of being required to work from home and introduced the term "enforced work from home". This paper contributes to the affordance theory by providing an understanding of the substitution of affordances for team collaboration during COVID-19. The shifting of affordances results in positive and negative effects on team collaboration as various affordances of technology were perceived and actualised to sustain "business as usual".

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“…In particular, articles [7-11, 14-16, 21, 22] present the results of a number of empirical investigations focused on the study of the specificity of using a separate visualization method and its influence on a specific business objective (in [15,16,21,22] to the theory construction phase). Around half of the specified works are dedicated to subjects such as communication and collaboration.…”

Section: Area Of Researchmentioning

confidence: 99%

Knowledge visualization: Critique of the St. Gallen School and an analysis of contemporary trends

Gavrilova¹,

Alsufyev²,

Grinberg³

2017

Bus. Inform.

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АbstractThe purpose of this article is the analysis of leading European research in the fi eld of knowledge visualization from the point of view of the accumulated theoretical base, practice of application, problems, and trends.The need for digital business transformation for survival in the era of high-speed, mobile intelligent applications and big data has become apparent. However, understanding and interpretation of information can be performed only by humans. Modern managers cope with information "explosion" through visualization. Visualization helps them to understand, to compress and to demonstrate the ocean of numbers, words, and ideas. The number of works devoted to the theme of visualization is growing every year. There are numerous studies on the visualization of networks and relationships, and visualization of communication with a consumer. Fewer articles have been devoted to the visualization of knowledge in the implementation of business practices. At the same time, scientists are examining 1 This work was supported by the Russian Science Foundation MODELING OF SOCIAL AND ECONOMIC SYSTEMS BUSINESS INFORMATICS No. 3(41) -2017 8 one specifi c area of application of visualization and only a few contribute to the theory of the subject and study it in a versatile manner. The latter include the works of researchers from the University of St. Gallen (Switzerland), which we call in this article the St. Gallen School.We propose systematization of the following basic stages of research formation of the aforementioned School: 1) the preliminary stage, 2) the stage of empirical data accumulation, and 3) the stage of theory development. The School's contribution to the theory and practice of management was analyzed. Its contribution to theory includes the classifi cation of visualization techniques, a description of visualization use in business, the development of the boundary objects theory, as well as a detailed description of experimental studies. Contribution to business practices means implementation of educational projects and the development of new visual models. The fragmented nature of research is identifi ed: theoretical work is focused on how several visual models infl uence the implementation of certain business practices; empirical work often describes consulting projects, but do not provide an understanding of how to apply visualization techniques when there is no researcher-consultant.Based on our analysis of the literature, we demonstrate that the major trend in information processing is focus on knowledge representation based on data, not data as such. The challenging areas related to applied research methods are highlighted as follows: lack of consistency, and lack of distinction between the concepts of "data visualization" and "knowledge visualization". Thus, there is a need to distinguish visualization of knowledge in a separate area of study.

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We walk the line: Icons provisional appearances on virtual whiteboards trigger elaborative dialogue and creativity

Cited by 16 publications

References 67 publications

Turning It Off: Emotions in Digital-Free Travel

Turning It Off: Emotions in Digital-Free Travel

An affordance perspective of team collaboration and enforced working from home during COVID-19

Knowledge visualization: Critique of the St. Gallen School and an analysis of contemporary trends

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