Figure A1
The mapping diagram shows three vertical sections labeled from left to right as follows: “Expert Stories, Kernel Theories and Justificatory Knowledge,” “Meta Requirements (M R),” and “Design Principles (D P).” Under the “Expert Stories, Kernel Theories and Justificatory Knowledge” section, four thematic groups are arranged from top to bottom as follows: The first group is “Process,” and the text from top to bottom is as follows: “Expert Stories (E S)” “I want to make collaborators perform a second task parallel to their main activity.” “I want to stop all activity in the system and force breaks.” “I want to visualize the remaining time for any process step.” “I want to vary the rhythm and length of work phases and exchange.” “I want to make collaborators repeat a process step in order to refine a solution.” “I want to celebrate achievements after a stressful work phase to motivate collaborators.” “I want to intervene in the collaboration to keep activities focused and efficient.” “I want to make collaborators proceed and not question their current result or solution.” “I want to hide planned process steps from collaborators to keep them focused.” “Kernel Theories (K T) and Justificatory Knowledge (J T)” “Media Richness Theory” “Cognitive Load” “Creativity under Constraints” “Radical Creativity” “Activation Theory” “Subsequent Creativity” The second group is “Collaboration” and the text from top to bottom is as follows: “Expert Stories” “I want to limit channels and availabilities of interpersonal exchange.” “I want to block monologues and limit speaking time for collaborators.” “I want to disable any distracting applications or functionalities on collaborators’ computers.” “I want to disable audio and video connection depending on familiarity of collaborators.” “I want to divide collaborators into sub-groups (3 to 5) to intensify the collaboration.” “I want to be able to make collaborators’ activities visible for each other.” “I want to be able to hide collaborators’ activities from each other.” “Kernel Theories and Justificatory Knowledge” “Media Richness Theory” “Cognitive Load” “Activity Theory” “Social Loafing” “Production Blocking” “Social Facilitation Theory” “Psychological Safety” “Shared Understanding” The third group is “Feedback” and the text from top to bottom is as follows: “Expert Stories” “I want to create an environment that does not follow collaborators’ daily routines.” “I want to make collaborators forget about external expectations.” “I want to keep collaborators from discussing daily business and existing solutions.” “I want to disable any form of negative feedback.” “I want to block discussions to avoid premature criticism.” “I want to force mitigation and integration of objections to support transparency.” “I want to mix up collaborators differently for decision making.” “Kernel Theories and Justificatory Knowledge” “Activity Theory” “Social Facilitation Theory” “Psychological Safety” “Creativity under Constraints” “Theory of Creativity” “Radical Creativity” The fourth group is “Features” and the text from top to bottom is as follows: “Expert Stories” “I want to limit options for expression during initial brainstorming.” “I want to limit shapes and colors for sticky notes to an absolute minimum.” “I want to limit features for note taking and information sharing.” “I want to limit features depending on roles of collaborators.” “I want to limit functionalities available depending on collaborators’ skill levels.” “I want the system to be usable with basic knowledge of text editing and mouse navigation.” “I want to provide limited work areas for every step.” “I want to offer prefilled work areas to inspire activity.” “I want to offer the most diverse and rich media and features possible during prototyping.” “Kernel Theories and Justificatory Knowledge” “Media Richness Theory” “Persuasive Technology” “Feature Fatigue” “Activity Theory” “Creativity under Constraints” “Theory of Creativity” In the center under the “Meta Requirements (M R)” section, eleven text boxes are arranged in a vertical section, labeled from top to bottom as follows: Text Box 1: “M R 1” “In order to make collaborators think outside their daily work reality and spark their creativity, the system should make collaborators perform parallel subtasks or stop all activity, depending on energy levels and process phase.” Text Box 2: “M R 2” “In order to manage efficiency and quality of the process and keep collaborators engaged and focused, the system should vary and visualize the time available and make collaborators repeat and celebrate activities or proceed to the next activity, depending on results and collaborative dynamics.” Text Box 3: “M R 3” “In order to avoid cognitive overload and focus collaborators’ activity, the system should limit the overview of process steps and work areas.” Text Box 4: “M R 4” “In order to prevent monologues and promote psychological safety and shared understanding, the system should limit speaking time and available channels for interpersonal exchange, depending on familiarity and phase in the process.” Text Box 5: “M R 5” “In order to prevent distractions, reduce cognitive load and promote activity, the system should be able to block distracting applications and functionalities on collaborators’ computer systems.” Text Box 6: “M R 6” “In order to promote engagement and prevent social loafing, the system should allow to create sub-groups and visualize or hide collaborators’ activity in the system, depending on the work phase and collaborative dynamics.” Text Box 7: “M R 7” “In order to promote radical creativity and prevent routine responses and premature criticism, the system should disable any form of positive and negative feedback or discussions around external expectations during divergent phases in the collaboration.” Text Box 8: “M R 8” “In order to avoid topic drift and promote transparency and applicability of generated solutions, the system should enable collaborators to mix up differently for decision making and make them integrate objections in a systematic way at later stage convergent phases in the collaboration.” Text Box 9: “M R 9” “In order to prevent feature fatigue, confusion and lack of activity in the initial stages of divergent thinking, the system should offer minimal features and functionalities, depending on collaborators’ skill level.” Text Box 10: “M R 10” “In order to enable collaborators to use the system without special knowledge and support adaptation and activity, the system should offer simple navigation and limited work areas which are prefilled with examples for use or content.” Text Box 11: “M R 11” “In order to support prototyping, simulation and exploration of ideas in later phases of divergent creativity, the system should offer a large feature diversity and media richness, depending on collaborators’ skill level.” Multiple right-pointing arrows from “Expert Stories (E S)” and “Kernel Theories (K T) and Justificatory Knowledge (J T)” of the “Expert Stories, Kernel Theories and Justificatory Knowledge” section connect to the M R text boxes of the “Meta Requirements (M R)” section. On the far right, under the “Design Principles (D P)” section, five text boxes are arranged in a vertical series labeled from top to bottom as follows: Text Box 1: “D P 1” “For designers and developers to design C S S that enable users to forget their daily work and spark more radical forms of creativity in the context of virtual collaboration, employ a set of sub-tasks that collaborators need to perform parallel to their main activities during divergent phases of the collaboration, involving repetition and celebration, and enable the system to block activities at points of decreasing focus, in order to stimulate positive spillover effects between explicit and implicit conscious processes and to prevent routine responses to external expectations.” Text Box 2: “D P 2” “For designers and developers to design C S S that promote focused activity and efficiency in the context of virtual collaboration, block distracting applications and functionalities on collaborators’ computer systems, make collaborators proceed through stages with limited overview of work areas and visibility of user activities, involving the visualization of remaining time, in order to prevent distractions and premature discussions and promote engagement.” Text Box 3: “D P 3” “For designers and developers to design C S S that promote shared understanding and applicability of generated solutions in the context of virtual collaboration, enable collaborators to mix groups and guide them through a process of systematic integration of objections during later stage convergent phases of the collaboration, involving limited channels and individual speaking time for interpersonal exchange, in order to prevent topic drift and promote psychological safety.” Text Box 4: “D P 4” “For designers and developers to design C S S that enable inexperienced users to engage from the start in the context of virtual collaboration, create subgroups and limit features to a viable minimum in initial stages of divergent thinking, involving only basic functionalities for input, highlighting, navigation and simple examples in work areas, in order to prevent hesitancy to contribute and promote social facilitation.” Text Box 5: “D P 5” “For designers and developers to design C S S that enable inexperienced users to express, simulate and differentiate ideas in the context of virtual collaboration, increase feature variety only in later phases of divergent creativity, involving various forms of media input, creating, highlighting and connecting of elements, in order to prevent cognitive overload and promote focused exploration.” A right-pointing arrow from text box 1 of the “Meta Requirements (M R)” section points to text box 1 of the “Design Principles (D P)” section. Two right-pointing arrows from text box 2 of the “Meta Requirements (M R)” section point to text box 1 and text box 2 of the “Design Principles (D P)” section. A right-pointing arrow from text box 3 of the “Meta Requirements (M R)” section points to text box 2 of the “Design Principles (D P)” section. A right-pointing arrow from text box 4 of the “Meta Requirements (M R)” section points to text box 3 of the “Design Principles (D P)” section. A right-pointing arrow from text box 5 of the “Meta Requirements (M R)” section points to text box 2 of the “Design Principles (D P)” section. A right-pointing arrow from text box 6 of the “Meta Requirements (M R)” section points to text box 2 of the “Design Principles (D P)” section. A right-pointing arrow from text box 7 of the “Meta Requirements (M R)” section points to text box 1 of the “Design Principles (D P)” section. A right-pointing arrow from text box 8 of the “Meta Requirements (M R)” section points to text box 3 of the “Design Principles (D P)” section. A right-pointing arrow from text box 9 of the “Meta Requirements (M R)” section points to text box 4 of the “Design Principles (D P)” section. Two right-pointing arrows from text box 10 of the “Meta Requirements (M R)” section point to text box 4 and text box 5 of the “Design Principles (D P)” section. A right-pointing arrow from text box 11 of the “Meta Requirements (M R)” section points to text box 5 of the “Design Principles (D P)” section.Mapping diagram. Source: Authors’ own work, Möller et al. (2020)
Figure A1
The mapping diagram shows three vertical sections labeled from left to right as follows: “Expert Stories, Kernel Theories and Justificatory Knowledge,” “Meta Requirements (M R),” and “Design Principles (D P).” Under the “Expert Stories, Kernel Theories and Justificatory Knowledge” section, four thematic groups are arranged from top to bottom as follows: The first group is “Process,” and the text from top to bottom is as follows: “Expert Stories (E S)” “I want to make collaborators perform a second task parallel to their main activity.” “I want to stop all activity in the system and force breaks.” “I want to visualize the remaining time for any process step.” “I want to vary the rhythm and length of work phases and exchange.” “I want to make collaborators repeat a process step in order to refine a solution.” “I want to celebrate achievements after a stressful work phase to motivate collaborators.” “I want to intervene in the collaboration to keep activities focused and efficient.” “I want to make collaborators proceed and not question their current result or solution.” “I want to hide planned process steps from collaborators to keep them focused.” “Kernel Theories (K T) and Justificatory Knowledge (J T)” “Media Richness Theory” “Cognitive Load” “Creativity under Constraints” “Radical Creativity” “Activation Theory” “Subsequent Creativity” The second group is “Collaboration” and the text from top to bottom is as follows: “Expert Stories” “I want to limit channels and availabilities of interpersonal exchange.” “I want to block monologues and limit speaking time for collaborators.” “I want to disable any distracting applications or functionalities on collaborators’ computers.” “I want to disable audio and video connection depending on familiarity of collaborators.” “I want to divide collaborators into sub-groups (3 to 5) to intensify the collaboration.” “I want to be able to make collaborators’ activities visible for each other.” “I want to be able to hide collaborators’ activities from each other.” “Kernel Theories and Justificatory Knowledge” “Media Richness Theory” “Cognitive Load” “Activity Theory” “Social Loafing” “Production Blocking” “Social Facilitation Theory” “Psychological Safety” “Shared Understanding” The third group is “Feedback” and the text from top to bottom is as follows: “Expert Stories” “I want to create an environment that does not follow collaborators’ daily routines.” “I want to make collaborators forget about external expectations.” “I want to keep collaborators from discussing daily business and existing solutions.” “I want to disable any form of negative feedback.” “I want to block discussions to avoid premature criticism.” “I want to force mitigation and integration of objections to support transparency.” “I want to mix up collaborators differently for decision making.” “Kernel Theories and Justificatory Knowledge” “Activity Theory” “Social Facilitation Theory” “Psychological Safety” “Creativity under Constraints” “Theory of Creativity” “Radical Creativity” The fourth group is “Features” and the text from top to bottom is as follows: “Expert Stories” “I want to limit options for expression during initial brainstorming.” “I want to limit shapes and colors for sticky notes to an absolute minimum.” “I want to limit features for note taking and information sharing.” “I want to limit features depending on roles of collaborators.” “I want to limit functionalities available depending on collaborators’ skill levels.” “I want the system to be usable with basic knowledge of text editing and mouse navigation.” “I want to provide limited work areas for every step.” “I want to offer prefilled work areas to inspire activity.” “I want to offer the most diverse and rich media and features possible during prototyping.” “Kernel Theories and Justificatory Knowledge” “Media Richness Theory” “Persuasive Technology” “Feature Fatigue” “Activity Theory” “Creativity under Constraints” “Theory of Creativity” In the center under the “Meta Requirements (M R)” section, eleven text boxes are arranged in a vertical section, labeled from top to bottom as follows: Text Box 1: “M R 1” “In order to make collaborators think outside their daily work reality and spark their creativity, the system should make collaborators perform parallel subtasks or stop all activity, depending on energy levels and process phase.” Text Box 2: “M R 2” “In order to manage efficiency and quality of the process and keep collaborators engaged and focused, the system should vary and visualize the time available and make collaborators repeat and celebrate activities or proceed to the next activity, depending on results and collaborative dynamics.” Text Box 3: “M R 3” “In order to avoid cognitive overload and focus collaborators’ activity, the system should limit the overview of process steps and work areas.” Text Box 4: “M R 4” “In order to prevent monologues and promote psychological safety and shared understanding, the system should limit speaking time and available channels for interpersonal exchange, depending on familiarity and phase in the process.” Text Box 5: “M R 5” “In order to prevent distractions, reduce cognitive load and promote activity, the system should be able to block distracting applications and functionalities on collaborators’ computer systems.” Text Box 6: “M R 6” “In order to promote engagement and prevent social loafing, the system should allow to create sub-groups and visualize or hide collaborators’ activity in the system, depending on the work phase and collaborative dynamics.” Text Box 7: “M R 7” “In order to promote radical creativity and prevent routine responses and premature criticism, the system should disable any form of positive and negative feedback or discussions around external expectations during divergent phases in the collaboration.” Text Box 8: “M R 8” “In order to avoid topic drift and promote transparency and applicability of generated solutions, the system should enable collaborators to mix up differently for decision making and make them integrate objections in a systematic way at later stage convergent phases in the collaboration.” Text Box 9: “M R 9” “In order to prevent feature fatigue, confusion and lack of activity in the initial stages of divergent thinking, the system should offer minimal features and functionalities, depending on collaborators’ skill level.” Text Box 10: “M R 10” “In order to enable collaborators to use the system without special knowledge and support adaptation and activity, the system should offer simple navigation and limited work areas which are prefilled with examples for use or content.” Text Box 11: “M R 11” “In order to support prototyping, simulation and exploration of ideas in later phases of divergent creativity, the system should offer a large feature diversity and media richness, depending on collaborators’ skill level.” Multiple right-pointing arrows from “Expert Stories (E S)” and “Kernel Theories (K T) and Justificatory Knowledge (J T)” of the “Expert Stories, Kernel Theories and Justificatory Knowledge” section connect to the M R text boxes of the “Meta Requirements (M R)” section. On the far right, under the “Design Principles (D P)” section, five text boxes are arranged in a vertical series labeled from top to bottom as follows: Text Box 1: “D P 1” “For designers and developers to design C S S that enable users to forget their daily work and spark more radical forms of creativity in the context of virtual collaboration, employ a set of sub-tasks that collaborators need to perform parallel to their main activities during divergent phases of the collaboration, involving repetition and celebration, and enable the system to block activities at points of decreasing focus, in order to stimulate positive spillover effects between explicit and implicit conscious processes and to prevent routine responses to external expectations.” Text Box 2: “D P 2” “For designers and developers to design C S S that promote focused activity and efficiency in the context of virtual collaboration, block distracting applications and functionalities on collaborators’ computer systems, make collaborators proceed through stages with limited overview of work areas and visibility of user activities, involving the visualization of remaining time, in order to prevent distractions and premature discussions and promote engagement.” Text Box 3: “D P 3” “For designers and developers to design C S S that promote shared understanding and applicability of generated solutions in the context of virtual collaboration, enable collaborators to mix groups and guide them through a process of systematic integration of objections during later stage convergent phases of the collaboration, involving limited channels and individual speaking time for interpersonal exchange, in order to prevent topic drift and promote psychological safety.” Text Box 4: “D P 4” “For designers and developers to design C S S that enable inexperienced users to engage from the start in the context of virtual collaboration, create subgroups and limit features to a viable minimum in initial stages of divergent thinking, involving only basic functionalities for input, highlighting, navigation and simple examples in work areas, in order to prevent hesitancy to contribute and promote social facilitation.” Text Box 5: “D P 5” “For designers and developers to design C S S that enable inexperienced users to express, simulate and differentiate ideas in the context of virtual collaboration, increase feature variety only in later phases of divergent creativity, involving various forms of media input, creating, highlighting and connecting of elements, in order to prevent cognitive overload and promote focused exploration.” A right-pointing arrow from text box 1 of the “Meta Requirements (M R)” section points to text box 1 of the “Design Principles (D P)” section. Two right-pointing arrows from text box 2 of the “Meta Requirements (M R)” section point to text box 1 and text box 2 of the “Design Principles (D P)” section. A right-pointing arrow from text box 3 of the “Meta Requirements (M R)” section points to text box 2 of the “Design Principles (D P)” section. A right-pointing arrow from text box 4 of the “Meta Requirements (M R)” section points to text box 3 of the “Design Principles (D P)” section. A right-pointing arrow from text box 5 of the “Meta Requirements (M R)” section points to text box 2 of the “Design Principles (D P)” section. A right-pointing arrow from text box 6 of the “Meta Requirements (M R)” section points to text box 2 of the “Design Principles (D P)” section. A right-pointing arrow from text box 7 of the “Meta Requirements (M R)” section points to text box 1 of the “Design Principles (D P)” section. A right-pointing arrow from text box 8 of the “Meta Requirements (M R)” section points to text box 3 of the “Design Principles (D P)” section. A right-pointing arrow from text box 9 of the “Meta Requirements (M R)” section points to text box 4 of the “Design Principles (D P)” section. Two right-pointing arrows from text box 10 of the “Meta Requirements (M R)” section point to text box 4 and text box 5 of the “Design Principles (D P)” section. A right-pointing arrow from text box 11 of the “Meta Requirements (M R)” section points to text box 5 of the “Design Principles (D P)” section.Mapping diagram. Source: Authors’ own work, Möller et al. (2020)
Table A1
Derived expert stories (ES) from qualitative study
| Category | # | Expert story (ES) I want to … |
|---|---|---|
| Process | ES1 | … make collaborators perform a second task parallel to their main activity |
| Process | ES2 | … stop all activity in the system and force breaks |
| Process | ES3 | … visualize the remaining time for any process step |
| Process | ES4 | … vary the rhythm and length of work phases and exchange |
| Process | ES5 | … make collaborators repeat a process step in order to refine a solution |
| Process | ES6 | … celebrate achievements after a stressful work phase to motivate collaborators |
| Process | ES7 | … intervene in the collaboration to keep activities focused and efficient |
| Process | ES8 | … make collaborators proceed and not question their current result/solution |
| Process | ES9 | … hide planned process steps from collaborators to keep them focused |
| Collab | ES10 | … limit channels and availability of interpersonal exchange |
| Collab | ES11 | … block monologues and limit speaking time for collaborators |
| Collab | ES12 | … disable distracting applications or functionalities on collaborators' computers |
| Collab | ES13 | … disable audio and video connection depending on familiarity of collaborators |
| Collab | ES14 | … divide collaborators into sub-groups (3–5) to intensify the collaboration |
| Collab | ES15 | … be able to make collaborators' activities visible for each other |
| Collab | ES16 | … be able to hide collaborators' activities from each other |
| Feedback | ES17 | … create an environment that does not follow collaborators' daily routines |
| Feedback | ES18 | … make collaborators forget about external expectations |
| Feedback | ES19 | … keep collaborators from discussing daily business and existing solutions |
| Feedback | ES20 | … disable any form of positive and negative feedback |
| Feedback | ES21 | … block discussions to avoid premature criticism |
| Feedback | ES22 | … force mitigation and integration of objections to support transparency |
| Feedback | ES23 | … mix up collaborators differently for decision-making |
| Features | ES24 | … limit options for expression during initial brainstorming |
| Features | ES25 | … limit shapes and colors for sticky notes to an absolute minimum |
| Features | ES26 | … limit features for note taking and information sharing |
| Features | ES27 | … limit features depending on roles of collaborators |
| Features | ES28 | … limit functionalities available depending on collaborator’s skill levels |
| Features | ES29 | … the system to require only basic knowledge of text editing and mouse navigation |
| Features | ES30 | … offer prefilled work areas to inspire activity |
| Features | ES31 | … provide limited work areas for every step |
| Features | ES32 | … offer the most diverse and rich media and features possible during prototyping |
Source(s): Authors’ own work
Table A2
Derived design principles for the design of constraints in CSS (pre-test version)
| Context Actor, instance, boundary condition | Mechanism (M) and enactor (E) Activity, process, manipulation of (sub-)components/artifacts | Rationale (R) Theoretical/empirical justification | |
|---|---|---|---|
| DP 1 Stimulation and pause | To spark radical forms of creativity beyond routine performance during divergent phases in the context of virtual collaboration | M1) Employ sub-tasks that collaborators need to perform parallel to their main activities, M2) Enable the system to block activities at points of decreasing focus or after limited time periods, E1) Involve task repetition and celebrations of contributions | R1) To stimulate positive spill-over effects between explicit and implicit conscious processes, R2) To prevent routine responses to external expectations |
| DP 2 Blocking and proceeding | To promote focused activity and efficiency in the context of virtual collaboration | M1) Block distracting applications and functionalities on collaborators' computer systems, M2) Make collaborators proceed through stages, E1) Involve the visualization of remaining time, E2) Limit overview of work areas and visibility of user activities | R1) To prevent distractions, R2) To prevent premature discussions, R3) To promote engagement |
| DP 3 Mixing and integrating | To promote shared understanding and applicability of generated solutions during later stage convergent phases in the context of virtual collaboration | M1) Enable collaborators to mix groups M2) Guide them through a process of systematic integration of objections, E1) Involve limited channels E2) Limit individual speaking time for interpersonal exchange | R1) To prevent topic drift, R2) To promote psychological safety |
| DP 4 Initial limitation | To enable inexperienced users to engage during initial stages of divergent thinking in the context of virtual collaboration | M1) Create subgroups M2) Limit available features to a viable minimum E1) Involve only basic functionalities for input, highlighting, navigation E2) Provide simple examples in work areas | R1) To prevent hesitancy to contribute and R2) To promote social facilitation |
| DP 5 Late variety | To enable inexperienced users to express, simulate and differentiate ideas during later phases of divergent creativity in the context of virtual collaboration | M1) Increase feature variety, E2) Involve various forms of media input, E3) Enable users to create, highlight and connect elements in multiple ways | R1) To prevent cognitive overload, R2) To promote focused exploration |
Source(s): Authors' own work
Table A3
Interview questions
| About you (short statements sufficient) |
|---|
| How old are you? |
| What is your gender? |
| What is your highest completed education? |
| How long have you worked in this company? |
| How long have you been working in this team? |
| Are you an executive/do you lead others? |
| How familiar were you with MIRO before the experiment? 1: never used 7: I am an expert |
| How comfortable do you feel working with MIRO? 1: I am clueless 7: I am an expert |
| Construct | Based on | |
|---|---|---|
| DP1 questions about the workshop (Take a moment and describe your experience) | ||
| How relaxed or stimulated did you feel? How Excited or Calm? | Stimulation | Kapadia and Melwani (2021) |
| How absorbed were you in what you were doing and didn’t let anything else distract you? | Focused Immersion | Cherry and Latulipe (2014) |
| To what extent have you completely forgotten the rest of your day-to-day work? | Involvement | |
| To what extent do the resulting solutions show completely new ways that you have never tried before? | Radical Creativity | Madjar et al. (2011) |
| To what extent did you suddenly come up with new ideas that you didn’t even think of? | Spill-over/Subsequent Creativity | Hess et al. (2006) |
| How restricted did you feel in the whiteboard system? Which other functions/options would have helped you? | Constraints | own |
| Construct | Source | |
|---|---|---|
| DP2 Questions about the workshop (Take a moment and describe your experience) | ||
| How concentrated or distracted were you during the exercise? | Focused Activity | Cherry and Latulipe (2014) |
| How absorbed were you in what you were doing and didn’t let anything else distract you? | Focused Immersion | |
| How efficiently did you work together and concentrated on the essentials? | Efficient Collaboration | He et al. (2007) |
| To what extent was everyone involved without getting bogged down in unnecessary discussions? | Discussion Quality and Engagement | Gilson et al. (2005) |
| How restricted did you feel in the whiteboard system? Which other functions/options would have helped you? | Constraints | own |
| DP3 Questions about the workshop (Take a moment and describe your experience) | ||
| How well did you understand your topic together? | Shared Understanding | Johnson et al. (2007) |
| How feasible are the solutions you found? | Applicability of Solutions | Cropley et al. (2011) |
| How much did you stay on topic without losing focus? | Topic Drift | Runco and Acar (2012) |
| How comfortable did you feel sharing thoughts and ideas with others? | Psychological Safety | Kahn (1990) |
| How restricted did you feel in the whiteboard system? | Constraints | own |
| Which other functions/options would have helped you? | ||
| DP4 Questions about the workshop (Take a moment and describe your experience) | ||
| How well did you find your way around the app and were you able to work well from the start? | Ease of Use/Previous Experience | Venkatesh et al. (2003) |
| How easy was it for you to share your ideas with others and thus make a valuable contribution? | Contribution/Self-Efficacy | Ahuja and Webster (2001) |
| How did it motivate you to work with others and see how everyone contributes? | Social Facilitation | Amabile et al. (1990) |
| How restricted did you feel in the whiteboard system? Which other functions/options would have helped you? | Constraints | own |
| DP5 Questions about the workshop (Take a moment and describe your experience) | ||
| How absorbed were you in what you were doing and didn’t let anything else distract you? | Focused Immersion | Cherry and Latulipe (2014) |
| How easy was it for you to experiment creatively and explore different ideas/possibilities? | Self-Expression | Choi et al. (2009) |
| How restricted did you feel in the whiteboard system? Which other functions/options would have helped you? | Constraints | own |
Source(s): Authors' own work