Readdressing the Redundancy Effect: A Cognitive Strategy for E-learning Design

This study challenges understandings on the ‘redundancy effect’ of cognitive load theory and visual/verbal classifications of dual-coding theory. Current understandings assert that a multimedia mix of narration and text displayed during e-learning leads to cognitive overload, thus, impeding learning[1,2]. Previous research suggests that for optimal learning to occur, the most effective multimedia mix for e-learning presentation is the use of graphics and narration[3-6].The current study was undertaken with 90 undergraduate students at a British University. Participants were allocated to one of three groups. Each group used a different multimedia mix of a music e-learning program. Participants received learning material electronically, which involved either a mix of narration and text, graphics and text, or graphics and narration. Learning was measured by differences in music knowledge scores obtained before and after receiving the learning material. Results indicate that the combination of text and narration is most effective for learning, compared to combinations of graphics and text and graphics and narration. These findings challenge the currently accepted stance on the redundancy effect in e-learning design

Facilitating creative thinking in the classroom: investigating the effects of plants and the colour green on visual and verbal creativity

We report upon a study concerned with the effect of exposure to live plants, views to nature and the colour green upon visual and verbal creativity. The study reported in this paper was undertaken with 108 business students at a British University who were randomly allocated to one of the three conditions. The control group were placed in a classroom with no plants present and blinds drawn to block view to natural settings, the first experimental group were placed in a classroom with no plants present, blinds drawn to block views to nature but completed the creativity tasks on green paper. The second experimental group were placed in the same room as the other groups, but were surrounded by live plants and had views to nature through the large classroom windows. All participants completed two creativity tasks; a visual creativity task and a verbal creativity task. Visual creativity was assessed using a modified version of Amabile's Consensual Assessment Technique (Amabile, 1982). Verbal creative was assessed using a modified scoring method of Guilford's alternative uses task developed by Silvia (2008). Findings indicate that access to natural views, plants and the colour green increase visual creativity, but have no impact on verbal creativity in classroom settings. The results suggest that creativity is domain specific and any practical measures taken to enhance creativity need to be aligned with the target domain

Contemporary Issues In Luxury Brand management

Buku ini memberikan tinjauan menyeluruh tentang tema-tema kunci yang mengelilingi manajemen merek mewah dan isu-isu inti yang dihadapi oleh perusahaan-perusahaan mewah saat ini. Industri mewah telah mengalami serangkaian perubahan dinamis dalam dua puluh tahun terakhir. Tren ekonomi, transformasi digital, dan perubahan kebiasaan konsumen menciptakan lanskap persaingan baru di mana strategi tradisional tidak selalu memberikan pertumbuhan dan profitabilitas berkelanjutan. Buku ini mendekati isu-isu mewah dari sudut pandang manajemen merek yang realistis, membahas langkah demi langkah melalui struktur kursus mewah yang khas, mencakup keberlanjutan, warisan, merek-merek baru, pemasaran digital dan analitika, korespondensi, kekayaan intelektual, dan start-up.ix, 158 p. ; 23 cm

Privacy in the Physical Environment and Ethical Behaviour

The project examines the benefits of nature as part of the workplace for creativity. Previous research has shown that access to nature has diverse health, cognitive and social benefits. It is argued that access to nature has a positive effect on creative output depending on the extent to which elements of nature such as plants or colour green are part of office environment. Three quasi-experiments are used to examine if there is a significant difference in the impact of plants and colour green on visual thinking and divergent thinking. The results will shed light on how creativity can be enhanced by relatively inexpensive measures. They also add to the growing literature on the importance of the natural environment for performance, motivation and innovation

Facilitating Creative Thinking in the Classroom: Investigating the Effects of Plants on Visual Creativity

The research area of enhancing creativity in educational settings is an area of growing interest (i.e. Fasko, 2000, Feldhusen & Goh, 1995; Sternberg & Lubart, 1991; Hennessey & Amabile, 1987; Guilford, 1967; Pithers & Soden, 2000). Creativity research has identified a number of environmental, situational and personal factors which affect an individual’s ability to be creative (i.e. Mumford, 2003; Runco, 2004; Simonton, 2003). This paper reports upon a study which examines the effects of plants and the colour green upon visual and verbal creativity. Previous research has identified that creative thinking can be enhanced by situating individuals in natural settings (Atchley et al, 2012; Shibata & Suzuki, 2002) and that exposure to the colour green can also enhance creative performance (Litchenfeld et al, 2012). However, research into these areas has been sparse and to date has not been linked to the possible beneficial effects to be garnered in the classroom. We report upon a pilot study concerned with the effect of exposure to live plants upon visual creativity. This study was undertaken with 36 business students who were randomly allocated to one of two conditions. The control group completed a visual creativity task in a classroom with no plants present and blinds drawn to block views to natural settings. The experimental group were placed in the same room but were surrounded by live plants. The room had large windows with a view to a green area. The level of creative thinking in the participant’s work was assessed by three independent experts using a modified version of Amabile’s Consensual Assessment Technique (Amabile, 1982). Findings indicate that participants in the experimental group achieved higher creativity scores than those in the control group. This suggests that live plants and views to natural settings have a positive effect on the ability to think creatively. To investigate this further another set of experiments were conducted to ascertain as far as possible the effects of plants and the colour green on both visual and verbal creativity in classroom settings. Results from these three experiments are currently being analysed