Triple scheme of learning support design for scientific discovery learning based on computer simulation: experimental research

Abstract Learning support studies involving simulation‐based scientific discovery learning have tended to adopt an ad hoc strategies‐oriented approach in which the support strategies are typically pre‐specified according to learners' difficulties in particular activities. This article proposes a more integrated approach, a triple scheme for learning support design on the basis of the systematic analysis of the internal conditions of scientific discovery learning. The triple learning support scheme involves: (a) interpretative support that helps learners with knowledge access and the generation of meaningful and integrative understandings; (b) experimental support that scaffolds learners in systematic and valid experimental activities; and (c) reflective support that increases learners' self‐awareness of the discovery processes and prompts their reflective abstraction and integration. Two experiments were conducted with eighth graders (13‐year‐olds) to examine the effects of these learning supports embedded into a simulation program on floating and sinking. The overall results support the main hypotheses that learning supports in a simulation environment should be directed towards the three perspectives to invite meaningful, systematic, and reflective discovery learning.     

Educating reflective Enterprise Systems practitioners: a design research study of the iterative building of a teaching framework

This research paper reports on the iterative design of a teaching framework developed for teaching Enterprise Systems (ES) classes for Information Systems (IS) graduates. These systems embed technical complexity and create organizational challenges when implemented in organizations. Therefore, teaching good ES classes is pedagogically challenging for faculty, and ES curricula are difficult for students. We have gradually designed and rebuilt curricula and teaching frameworks over 8 years. This has also resulted in a set of eight design principles. We report from our design and evaluation process and present our final artefact, the teaching framework. The aim is to educate reflective practitioners with multiple ES skills, enabling them to tackle the complexities of ES implementation contexts. The framework has implications for IS educational research and practice and has some generic values that are transferable to other academic institutions and adaptable to other IS learning environments. Further, the study contributes to IS design research by extending its application area. The ES teaching framework is a specific contribution to IS teaching frameworks as a class of problems.     

Discovery simulations and the assessment of intuitive knowledge

Abstract The objective of the present work is to have a closer look at the relations between the features of discovery simulations, the learning processes elicited, the knowledge that results, and the methods used to measure this acquired knowledge. It is argued that discovery simulations are 'rich', have a relatively low transparency, and require active involvement of learners. Discovery simulations are suited to support data-driven, partly implicit learning. Discovery learning leads to intuitive knowledge. To complement this conceptual investigation, a series of five experimental studies is described. In all five studies, learners were pre-tested and post-tested with several knowledge measures. Central to the set of tests was one with the objective of measuring intuitive knowledge. One conclusion of these experimental studies is that assignments contribute most clearly to the instructional effectiveness of simulations. Another conclusion is that the intuitive knowledge tests seem able to measure the results of learning with discovery simulations.     

Effects of an online learning community on active and reflective learners’ learning performance and attitudes in a face-to-face undergraduate course

The purpose of this study was to examine the effects of an Online Learning Community (OLC) on active and reflective learners’ learning performance and attitude in a face-to-face undergraduate digital design course. 814 freshmen in an introductory digital design course were randomly assigned to one of two treatments: one offered students an OLC, which required students to discuss their assignments and readings online and participate in certain online learning activities; the other one did not offer the OLC (NC: no online learning community), but required involving students in face-to-face discussion. Individual students’ learning styles were measured using Felder and Solomon’s Index of Learning Styles Questionnaire. Results indicated that both active and reflective learners in the OLC intervention performed significantly better than those who were in the NC intervention. Results also indicated that active learners performed significantly better than reflective learners in the NC intervention; however, reflective learners performed significantly better than active learners in the OLC intervention. No significant difference between active and reflective learners’ attitudes was found. These findings indicated that OLC might be an effective means for improving both active and reflective learners’ learning performance and attitudes; however, its effects on active learners might not be as great as on reflective learners.     

The effects of discovery learning and expository instruction on the acquisition of definitional and intuitive knowledge

Abstract Types of learning with a strong emphasis on the responsibility of the learner (such as discovery learning) are gaining popularity over traditional forms of (expository) instruction. Discovery learning distinguishes itself by the central role of learning processes such as hypothesis generation (induction), experiment design, and data interpretation. Expository instruction pays more attention to directly ‘exposing’ definitions and equations to learners. In the current study, students worked with either a simulation (discovery learning) or a hypertext learning environment (expository instruction) with the same domain content. Each of the environments contained a large number of assignments. The study followed a pre‐test, post‐test design. To measure the knowledge acquired a definitional knowledge test, an intuitive knowledge test (where both correctness and speed of answering are aspects that are measured) and a test in which relations needed to be explained were administered. It was predicted that the hypertext group would outperform the simulation group on the definitional knowledge test and it was expected that the simulation group would perform better on the intuitive knowledge test. Results showed that both the interaction with the simulation and with the hypertext resulted in substantial learning gains. It was found that the hypertext group performed better on the definitional knowledge test. On the intuitive knowledge test the hypertext scored better than the simulation group on the correctness of the items but not on the time needed to answer items. On the explanation test there was no difference between the two groups. An analysis of interaction processes as recorded in the logfiles indicates that the differences between both environments in their actual usage were less distinctive than expected. In the simulation group many students followed the assignments given and did not engage in self‐guided discovery. Since the assignments were rather directive, this resulted in ‘discovery behaviour’ that focused on generating outcomes; outcomes that were also, and more directly presented in the hypertext environment. For research and practice, this implies that simulations are to be considered only when clear benefits of discovery are expected, and only with complex domains, sufficient learning time and freedom for students in the assignments to engage in discovery.     

Understanding information systems continuance: The case of Internet-based learning technologies

Our research model expanded the Bhattacherjee's IS continuance model by adding a moderating effect (IS habit) to IS continuance intention and IS continued usage, postulating direct links between satisfaction and IS continued usage, as well as between prior behavior and IS continued usage. The model was tested with an Internet-based learning technology in a longitudinal setting. Data collected from 505 students were examined using partial least squares analysis. The results presented strong support for the theoretical links of IS continuance model, and for the new moderating effect. Both satisfaction and prior behavior were found to have significant impact on IS continuance. In addition, our findings confirmed the theoretical argument that the strength of intention to predict continuance was weakened by a high level of IS habit.     

Breaking bad habits: A field experiment about how routinized work practices can be made more eco-efficient through IS for sensemaking

We conducted a field experiment to compare the effects of information systems (IS) supporting reflective disclosure and information democratization on the sustainability footprint of a routine organizational work practice, paper printing. We find that both sensemaking processes lead to employees reducing their printing; however, the processes are interchangeable and do not mutually reinforce each other's effects. This finding contrasts a latent assumption of prior research about a co-dependence between reflective disclosure and information democratization, and suggests organizations have a choice in how they can design and use IS to help employees make sense of different possibilities for more eco-efficient work.     

Exploring the determinants of IS developers’ behavioural intention to learn business skills

While previous research has emphasised the importance of business skills for information systems (IS) developers in the process of IS development, few studies have investigated the determinants of IS developers’ behavioural intention to learn business skills. The current study explores the factors affecting IS developers’ intention to learn business skills based on previous theories and research. Data collected from 258 valid respondents are tested against the research model using the partial least-squares approach. The results indicate that both job involvement and career insight have significant positive effects on extrinsic and intrinsic motivations for learning business skills. Additionally, learning self-efficacy is not only found to have a significant influence on learning intention, but is also found to have a moderating effect on the positive relationship between intrinsic motivation and learning intention. The findings of this study provide several important theoretical and practical implications for IS developers’ behaviour of learning business skills.     

Designing reality-based interfaces for experiential bio-design

Reality-based interfaces (RBIs) such as tabletop and tangible user interfaces draw upon ideas from embodied cognition to offer a more natural, intuitive, and accessible form of interaction that reduces the mental effort required to learn and operate computational systems. However, to date, little research has been devoted to investigating the strengths and limitations of applying reality-based interaction for promoting learning of complex scientific concepts at the college level. We propose that RBIs offer unique opportunities for enhancing college-level science education. This paper presents three main contributions: (1) design considerations and participatory design process for enhancing college-level science education through reality-based interaction, (2) reflections on the design, implementation, and validation of two case studies—RBIs for learning synthetic biology, and (3) discussion of opportunities and challenges for advancing learning of college-level sciences through next-generation interfaces.     

Construction of a learning environment supporting learners’ reflection: A case of information seeking on the Web

In this study, we design a learning environment that supports reflective activities for information seeking on the Web and evaluate its educational effects. The features of this design are: (1) to visualize the learners’ search processes as described, based on a cognitive schema, (2) to support two types of reflective activities, such as “reflection-in-action” and “reflection-on-action”, and (3) to facilitate reflective activities by comparing their own search processes to other learners’ search processes. We have conducted an experiment to investigate the effects of our design. The experimental results confirm that: (1) the participants’ search performance in the instructional group supported by our instructional design improved effectively than in the control group; (2) they changed their ideas about important activities when seeking information on the Web, and (3) they activated their search cycles more than the control group did.     

数据挖掘技术在零售业销售系统中的应用

本文着重研究了数据挖掘技术在零售业销售系统的构架与设计,并给出了与销售因素相关的数据挖掘算法。通过数据挖掘发现销售产品的走向变化及分销商的忠诚度等商业信息,使销售人员在一定程度上能对销售情况建立科学的判断,给决策者提供相应的支持。     

Socio-technical IS design science research: developing design theory for IS integration management

Design science research is an essential part of IS research since the field should not only try to understand how the world is, but also how to change it. We argue that the aim of IS design science research should be to develop practical knowledge not only for the design of novel information technology (IT), but also for IS governance and management. Whereas at least some methodological support exists for researchers engaged in IT-centric design science research, limited support is available for researchers who want to develop design knowledge and theory for IS governance and management. To overcome this shortcoming, we suggest a socio-technical IS design science research approach. The approach has four main activities: (1) identifying problem situations and desired outcomes, (2) reviewing extant theories, knowledge and data, (3) proposing/refining design theory and knowledge, and (4) testing design theory and knowledge. The applicability and usefulness of the proposed approach is shown by means of a design science research project concerning IS integration management in the context of mergers and acquisitions.     

Comparing the effects of representational tools in collaborative and individual inquiry learning

Constructing a representation in which students express their domain understanding can help them improve their knowledge. Many different representational formats can be used to express one’s domain understanding (e.g., concept maps, textual summaries, mathematical equations). The format can direct students’ attention to specific aspects of the subject matter. For example, creating a concept map can emphasize domain concepts and forming equations can stress arithmetical aspects. The focus of the current study was to examine the role of tools for constructing domain representations in collaborative inquiry learning. The study was driven by three questions. First, what are the effects of collaborative inquiry learning with representational tools on learning outcomes? Second, does format have differential effects on domain understanding? And third, does format have differential effects on students’ inclination to construct a representation? A pre-test post-test design was applied with 61 dyads in a (face-to-face) collaborative learning setting and 95 students in an individual setting. The participants worked on a learning task in a simulation-based learning environment equipped with a representational tool. The format of the tool was either conceptual or arithmetical or textual. Our results show that collaborative learners outperform individuals, in particular with regard to intuitive knowledge and situational knowledge. In the case of individuals a positive relation was observed between constructing a representation and learning outcomes, in particular situational knowledge. In general, the effects of format could not be linked directly to learning outcomes, but marked differences were found regarding students’ inclination to use or not use specific formats.     

High school students' perceptions of affect and collaboration during virtual science inquiry learning

This study examined affect during high school students' face‐to‐face collaborative inquiry learning in science, supported by the web‐based software Virtual Baltic Sea Explorer. Self‐reported affective states during the inquiry process in peer groups were related to evaluations of a group's collaboration and performance in three phases of interdisciplinary science inquiry (biology and chemistry). Results indicate that despite high cognitive demands, positive affect prevailed whereas negative affect was infrequent. Structural equation modelling was used to analyse the significance of affect on collaboration and group performance. The relationship between affect, collaboration, and the groups' productive outcome revealed that self‐assurance had a significant effect on collaboration and support, intertwined with scientific understanding and group performance. Furthermore, a cross‐lagged analysis showed a reciprocal relation between positive affect, scientific understanding, collaboration, and support. These outcomes contribute to the scarce literature on the nature and importance of affect in the process of face‐to‐face computer‐supported collaborative inquiry and learning in science.     

Measure for Measure: A two study multi-trait multi-method investigation of construct validity in IS research

Given the importance and criticality of instrument validation in IS research, the main objective of this study is to provide a systematic assessment of IS construct validity via multi-trait multi-method (MTMM) matrix. To do so, the paper uses structurally different methods – neurophysiological and self-reported instruments – to measure three important and commonly used IS constructs: engagement, arousal and cognitive load in two different experimental settings. The experiments involved seventeen (17) and twenty-four (24) participants respectively and consisted in using different IS to execute a set of both instrumental and hedonic tasks. The results generally support MTMM matrix expectations and shed light on the complexity of detecting the nature of mono-method bias. Specifically, the results show that primitive perceptual IS constructs such as arousal seem to be less affected by mono-method bias, whereas more complex perceptual constructs such as engagement or cognitive load have higher within method correlations. There are two complementary explanations for the within method correlations: (a) a combination between complexity of trait and method and (b) method effects that are congeneric.     

Design process knowledge for crisis-driven information systems solutions: Insights on building digital resilience from an action design research study

As global disruptions escalate, digital resilience (DR)—the capacity to anticipate, absorb, and adapt to external shocks by leveraging Information Systems (IS)—has become crucial for individuals and organisations confronting and managing unprecedented crises. This research advances understanding on how to develop DR, drawing on insights from an Action Design Research (ADR) study conducted during the COVID-19 pandemic. Our research explores a particular facet of DR: the capacity to manage exogenous shocks through the design  of new IS solutions. We introduce the ADAPT framework, comprising five key enablers—Agility, Designation, Alignment, Participation, and Trust—recommended to support design teams developing IS solutions during and for crises. Our ADR project, which resulted in the creation of a telemonitoring system used by over 115 frontline healthcare workers to monitor the symptoms of more than 1000 COVID-19 patients, demonstrates the instrumental role these five enablers play in supporting a crisis-propelled IS design process that is urgent, resource-limited, and multi-partite. By presenting new design process knowledge and practical recommendations that guide crisis-driven IS design, we aim to equip design teams with the understanding they need to effectively navigate similar challenges in the future. We also hope to inspire and support IS researchers to apply their expertise in the design, deployment, and use of IS solutions to contribute to crisis-driven design endeavours that tackle the pressing and urgent challenges of our time.     

Why one big picture is worth a thousand numbers: measuring intangible benefits of investments in augmented reality based assistive technology using utility effect chains and system dynamics

The body of literature in the area of IT/IS investment evaluation proposes a variety of methods and techniques for the ex-ante assessment of IT/IS investments. However, the financial evaluation of intangible benefits associated with IT/IS investments in general and investments in innovative IT/IS in particular still remains a problem area of high relevance to decision makers. As a consequence, investment decisions are still taken by practitioners as an “act of faith”. With this in mind, it is our primary aim to develop a quantification model for the financial assessment of intangible benefits concerning investments in innovative IT/IS. Based on an augmented reality and smart glasses application scenario from the construction domain, we demonstrate how intangible benefits of innovative IT/IS investments can be visualised and measured more effectively by means of utility effect chains and system dynamics prior to their incorporation into a cost–benefit analysis. Based on design science research, the quantification model is developed by means of a systematic literature review and evaluated using the augmented reality application scenario in construction. The model can serve as an aid to the managerial decision making process by providing an enhanced understanding of the various tangible and intangible benefits associated with the investment.     

Nurturing reflective teaching during critical-thinking instruction in a computer simulation program

Nurturing reflective teaching and improving critical-thinking instruction are two important goals in teacher education, but these are only achievable when teachers-in-training are provided with opportunities for building professional knowledge and for exhibiting reflective teaching practices. A computer simulation program (CS-TGCTS) was therefore developed here, and its effectiveness is explained in this study. From 149 preservice teachers participating in this study, a pretest–posttest control group design was defined by four student groups and two treatments. The central hypothesis was that increasing participants' self-awareness of teacher behaviors and enhancing mindful learning in professional knowledge would provoke reflective teaching and further bring about improvements in teacher behaviors. The findings support the hypothesis and suggest that the CS-TGCTS simulation is an effective vehicle for improving preservice teachers' reflective teaching in critical-thinking instruction.