Classroom teaching has been undergoing a digital transformation in the last decade and is now being amplified by Educational Key Opinion Leaders (Edu-KOLs). This research aims to investigate the relationship between learners’ perceived outcomes, motivation, and the selection preferences of Edu-KOLs. This paper presents insights gained from a two-phase study. We conducted research in the first phase through an online questionnaire completed by 186 parents in China whose children are studying or have recently studied online. In the second phase, we interviewed parents to deep dive into their thinking process behind their choices of Edu-KOLs. By utilizing the PLS-SEM method, this research has proposed and verified six hypotheses asserting that e-learning platforms, student engagement scores, and perceived outcomes strongly correlate with the perception of Edu-KOLs. However, parents’ educational level or occupation has less impact on the choices of Edu-KOLs. There are also positive relationships among Edu-KOLs, customer advocacy, and future purchase intention.
{"title":"Children’s E-Learning Interactions and Perceived Outcomes with Educational Key Opinion Leaders in China","authors":"Susan Zhang, Jun Shen, Jun Yan","doi":"10.17705/1cais.05317","DOIUrl":"https://doi.org/10.17705/1cais.05317","url":null,"abstract":"Classroom teaching has been undergoing a digital transformation in the last decade and is now being amplified by Educational Key Opinion Leaders (Edu-KOLs). This research aims to investigate the relationship between learners’ perceived outcomes, motivation, and the selection preferences of Edu-KOLs. This paper presents insights gained from a two-phase study. We conducted research in the first phase through an online questionnaire completed by 186 parents in China whose children are studying or have recently studied online. In the second phase, we interviewed parents to deep dive into their thinking process behind their choices of Edu-KOLs. By utilizing the PLS-SEM method, this research has proposed and verified six hypotheses asserting that e-learning platforms, student engagement scores, and perceived outcomes strongly correlate with the perception of Edu-KOLs. However, parents’ educational level or occupation has less impact on the choices of Edu-KOLs. There are also positive relationships among Edu-KOLs, customer advocacy, and future purchase intention.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135105714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bastin Tony Roy Savarimuthu, Jacqueline Corbett, Muhammad Yasir, Vijaya Lakshmi
Big data are key building blocks for creating information value. However, information systems are increasingly plagued with useless, waste data that can impede their effective use and threaten sustainability objectives. Using a constructive design science approach, this work first, defines digital data waste. Then, it develops an ensemble artifact comprising two components. The first component comprises 13 machine learning models for detecting data waste. Applying these to 35,576 online reviews in two domains reveals data waste of 1.9% for restaurant reviews compared to 35.8% for app reviews. Machine learning can accurately identify 83% to 99.8% of data waste; deep learning models are particularly promising, with accuracy ranging from 96.4% to 99.8%. The second component comprises a sustainability cost calculator to quantify the social, economic, and environmental benefits of reducing data waste. Eliminating 5948 useless reviews in the sample would result in saving 6.9 person hours, $2.93 in server, middleware and client costs, and 9.52 kg of carbon emissions. Extrapolating these results to reviews on the internet shows substantially greater savings. This work contributes to design knowledge relating to sustainable information systems by highlighting the new class of problem of data waste and by designing approaches for addressing this problem.
{"title":"Improving Information Systems Sustainability by Applying Machine Learning to Detect and Reduce Data Waste","authors":"Bastin Tony Roy Savarimuthu, Jacqueline Corbett, Muhammad Yasir, Vijaya Lakshmi","doi":"10.17705/1cais.05308","DOIUrl":"https://doi.org/10.17705/1cais.05308","url":null,"abstract":"Big data are key building blocks for creating information value. However, information systems are increasingly plagued with useless, waste data that can impede their effective use and threaten sustainability objectives. Using a constructive design science approach, this work first, defines digital data waste. Then, it develops an ensemble artifact comprising two components. The first component comprises 13 machine learning models for detecting data waste. Applying these to 35,576 online reviews in two domains reveals data waste of 1.9% for restaurant reviews compared to 35.8% for app reviews. Machine learning can accurately identify 83% to 99.8% of data waste; deep learning models are particularly promising, with accuracy ranging from 96.4% to 99.8%. The second component comprises a sustainability cost calculator to quantify the social, economic, and environmental benefits of reducing data waste. Eliminating 5948 useless reviews in the sample would result in saving 6.9 person hours, $2.93 in server, middleware and client costs, and 9.52 kg of carbon emissions. Extrapolating these results to reviews on the internet shows substantially greater savings. This work contributes to design knowledge relating to sustainable information systems by highlighting the new class of problem of data waste and by designing approaches for addressing this problem.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136207039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study focuses on collaboration among team members in educational escape rooms in higher education. The objective of this study was to understand how collective mindfulness and less mindful behavior unfold in physical and digital game-based learning. The video data were collected from three different courses comprising 107 students on 28 teams, totaling more than 16 hours of material. The qualitative analysis revealed both collectively mindful and less mindful behaviors in team interactions. This paper contributes to collective mindfulness literature in understanding team collaboration by observing that mindfulness may be relative depending on the observation perspective. It also presents factors that affect member equality in both digital and physical escape rooms. Lastly, a nuanced description of how team collaboration occurred in a short-term problem-solving situation is developed.
{"title":"Relativity of Mindfulness: Team Collaboration in Digital and Physical Educational Escape Rooms","authors":"Jonna Järveläinen","doi":"10.17705/1cais.05316","DOIUrl":"https://doi.org/10.17705/1cais.05316","url":null,"abstract":"This study focuses on collaboration among team members in educational escape rooms in higher education. The objective of this study was to understand how collective mindfulness and less mindful behavior unfold in physical and digital game-based learning. The video data were collected from three different courses comprising 107 students on 28 teams, totaling more than 16 hours of material. The qualitative analysis revealed both collectively mindful and less mindful behaviors in team interactions. This paper contributes to collective mindfulness literature in understanding team collaboration by observing that mindfulness may be relative depending on the observation perspective. It also presents factors that affect member equality in both digital and physical escape rooms. Lastly, a nuanced description of how team collaboration occurred in a short-term problem-solving situation is developed.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135105716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Comments on Evermann and Rönkkö (2023): Recent Developments in PLS","authors":"Dale L. Goodhue, Will Lewis, Ron Thompson","doi":"10.17705/1cais.05235","DOIUrl":"https://doi.org/10.17705/1cais.05235","url":null,"abstract":"","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"228 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135686453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aleksi Aaltonen, Cristina Alaimo, Elena Parmiggiani, Marta Stelmaszak, Sirkka L. Jarvenpaa, Jannis Kallinikos, Eric Monteiro
Data are the building blocks of the ongoing digital revolution, yet there are still many unresolved questions regarding their role in the study of information systems (IS), management, and innovation. As data become increasingly pervasive elements of socio-economic life, we ask whether IS needs to expand the ways in which it conceptualizes data and their role in business and society. This panel report summarizes discussions that took place in the inaugural workshop on data research. The workshop asked what is missing from research on data in IS from four well-known scholars whose work touches upon the topic in different ways. Three main themes emerged from the speakers’ statements that were further discussed by the workshop participants: 1) the need to go beyond traditional ways of conceiving data, 2) the need to investigate the relationship between data and meaning, and 3) the need to study new data management and governance approaches. We present these research themes and connect them with future research directions.
{"title":"What is Missing from Research on Data in Information Systems? Insights from the Inaugural Workshop on Data Research","authors":"Aleksi Aaltonen, Cristina Alaimo, Elena Parmiggiani, Marta Stelmaszak, Sirkka L. Jarvenpaa, Jannis Kallinikos, Eric Monteiro","doi":"10.17705/1cais.05320","DOIUrl":"https://doi.org/10.17705/1cais.05320","url":null,"abstract":"Data are the building blocks of the ongoing digital revolution, yet there are still many unresolved questions regarding their role in the study of information systems (IS), management, and innovation. As data become increasingly pervasive elements of socio-economic life, we ask whether IS needs to expand the ways in which it conceptualizes data and their role in business and society. This panel report summarizes discussions that took place in the inaugural workshop on data research. The workshop asked what is missing from research on data in IS from four well-known scholars whose work touches upon the topic in different ways. Three main themes emerged from the speakers’ statements that were further discussed by the workshop participants: 1) the need to go beyond traditional ways of conceiving data, 2) the need to investigate the relationship between data and meaning, and 3) the need to study new data management and governance approaches. We present these research themes and connect them with future research directions.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135213141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Noel Carroll, Kieran Conboy, Nik Rushdi Hassan, Thomas Hess, Iris Junglas, Lorraine Morgan
In an era of heightened uncertainty and urgency around disruption, digital transformation has become a global priority on leadership agendas and garnered the attention of researchers across the Information Systems (IS) field. However, the ongoing acceleration of digital technologies not only poses great opportunities but also major challenges for organizations that use digital transformation as a means to survive. Yet, literature on how to successfully implement, manage, and sustain digital transformations that possibly change an organization’s business model, along with its product offering, structure, and culture, is often vague and hence various assumptions can go unexamined. This panel report aggregates insights from an author development workshop on “Managing and Sustaining Digital Transformations” and provides different perspectives from six experts. Specifically, it adopts the problematization method to discuss ten commonly held assumptions regarding digital transformation and presents a research roadmap to guide digital transformation research in the future.
{"title":"Problematizing Assumptions on Digital Transformation Research in the Information Systems Field","authors":"Noel Carroll, Kieran Conboy, Nik Rushdi Hassan, Thomas Hess, Iris Junglas, Lorraine Morgan","doi":"10.17705/1cais.05322","DOIUrl":"https://doi.org/10.17705/1cais.05322","url":null,"abstract":"In an era of heightened uncertainty and urgency around disruption, digital transformation has become a global priority on leadership agendas and garnered the attention of researchers across the Information Systems (IS) field. However, the ongoing acceleration of digital technologies not only poses great opportunities but also major challenges for organizations that use digital transformation as a means to survive. Yet, literature on how to successfully implement, manage, and sustain digital transformations that possibly change an organization’s business model, along with its product offering, structure, and culture, is often vague and hence various assumptions can go unexamined. This panel report aggregates insights from an author development workshop on “Managing and Sustaining Digital Transformations” and provides different perspectives from six experts. Specifically, it adopts the problematization method to discuss ten commonly held assumptions regarding digital transformation and presents a research roadmap to guide digital transformation research in the future.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135311322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
COVID-19 accelerated the digital transformation in education worldwide. Within a short time frame of several weeks, a full digital transformation took place. In the meantime, however, the trend of this rapid digital transformation seems to be reverting and rolling back to face-to-face teaching and traditional teaching methods. In this article, we aim to show that digital teaching approaches cannot be exclusive to online teaching but should be considered important even after returning to face-to-face teaching. In particular, we focus on improving feedback in large-scale educational settings. We observe that providing and receiving appropriate feedback on learning and teaching activities is challenging independent of the specific teaching setting (in-class or online). This is particularly problematic because feedback is essential in the learning processes. To address this, we combine the concepts of learning analytics and gamification to design a lecture game app that can be used (1) to motivate students to participate in formative assessments, (2) to collect learning-related data, and (3) to analyze this data to provide instant feedback. After integrating the lecture game in different settings, we conclude that digital tools can be useful independent of the specific learning setting.
{"title":"Play to get Instant Feedback – Using Game-Based Apps to Overcome the Feedback Gap in Lectures and Online Teaching","authors":"Sebastian Hobert, Florian Berens","doi":"10.17705/1cais.05321","DOIUrl":"https://doi.org/10.17705/1cais.05321","url":null,"abstract":"COVID-19 accelerated the digital transformation in education worldwide. Within a short time frame of several weeks, a full digital transformation took place. In the meantime, however, the trend of this rapid digital transformation seems to be reverting and rolling back to face-to-face teaching and traditional teaching methods. In this article, we aim to show that digital teaching approaches cannot be exclusive to online teaching but should be considered important even after returning to face-to-face teaching. In particular, we focus on improving feedback in large-scale educational settings. We observe that providing and receiving appropriate feedback on learning and teaching activities is challenging independent of the specific teaching setting (in-class or online). This is particularly problematic because feedback is essential in the learning processes. To address this, we combine the concepts of learning analytics and gamification to design a lecture game app that can be used (1) to motivate students to participate in formative assessments, (2) to collect learning-related data, and (3) to analyze this data to provide instant feedback. After integrating the lecture game in different settings, we conclude that digital tools can be useful independent of the specific learning setting.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135313121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While access and adoption issues related to online health management tools (OHMT) have been studied in healthcare contexts, questions remain about whether and how their use impacts patients’ perceptions of healthcare. Drawing on technology affordance and media synchronicity frameworks, we explore how the existence of multiple chronic conditions (MCC) and differences in usage patterns due to a patient’s generation impact these relationships. Utilizing HINTS data, this study provides empirical support for a positive relationship between the utilization of electronic personal health records (e-PHRs) and healthcare quality perceptions, albeit with a caveat that patients with greater healthcare needs as well as millennial and younger generations do not seem to enjoy the same benefits from increased use of e-PHRs. Furthermore, asynchronous patient-provider electronic communication is yet to achieve positive perceptions of better healthcare quality for most users. This research bears implications for the personalization and customization of OHMT to account for variations in patient’s healthcare needs and usage patterns.
{"title":"Impact of Using Online Health Management Tools on Patient Perception of Healthcare Quality: A Multiple Chronic Conditions and Generational Perspective","authors":"Kaushik Ghosh, Amit Deokar, Sagnika Sen","doi":"10.17705/1cais.05250","DOIUrl":"https://doi.org/10.17705/1cais.05250","url":null,"abstract":"While access and adoption issues related to online health management tools (OHMT) have been studied in healthcare contexts, questions remain about whether and how their use impacts patients’ perceptions of healthcare. Drawing on technology affordance and media synchronicity frameworks, we explore how the existence of multiple chronic conditions (MCC) and differences in usage patterns due to a patient’s generation impact these relationships. Utilizing HINTS data, this study provides empirical support for a positive relationship between the utilization of electronic personal health records (e-PHRs) and healthcare quality perceptions, albeit with a caveat that patients with greater healthcare needs as well as millennial and younger generations do not seem to enjoy the same benefits from increased use of e-PHRs. Furthermore, asynchronous patient-provider electronic communication is yet to achieve positive perceptions of better healthcare quality for most users. This research bears implications for the personalization and customization of OHMT to account for variations in patient’s healthcare needs and usage patterns.","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"259 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136138006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jose Ortiz, Amber Grace Young, Michael D. Myers, Rudolph T. Bedeley, Donal Carbaugh, Hameed Chughtai, Elizabeth J. Davidson, Jordana J. George, J. Gogan, Steven R. Gordon, Eean Grimshaw, D. Leidner, Margaret Pulver, Ariel D. Wigdor
{"title":"ICT-enabled Refugee Integration: A Research Agenda","authors":"Jose Ortiz, Amber Grace Young, Michael D. Myers, Rudolph T. Bedeley, Donal Carbaugh, Hameed Chughtai, Elizabeth J. Davidson, Jordana J. George, J. Gogan, Steven R. Gordon, Eean Grimshaw, D. Leidner, Margaret Pulver, Ariel D. Wigdor","doi":"10.17705/1CAIS.04502","DOIUrl":"https://doi.org/10.17705/1CAIS.04502","url":null,"abstract":"","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"48 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78303967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reminiscences and Reflections on my Retirement: Ten Takeaways that Worked for Me","authors":"Avison David","doi":"10.17705/1cais.04417","DOIUrl":"https://doi.org/10.17705/1cais.04417","url":null,"abstract":"","PeriodicalId":47724,"journal":{"name":"Communications of the Association for Information Systems","volume":"47 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79332768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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