Motivations of Electronic Word-of-mouth Communications by Reviewers: A Proposed Study

Shopping sites, such as Amazon, encourage consumers to create online reviews for products through product reviews. Suchreview systems enhance the value of Amazon and eBay as shopping destinations. However, Amazon takes it one step furtherby allowing other consumers to rate the reviews, creating reputation systems for reviewers. Those reviewers with the highestratings are given greater prominence. They are featured first in the listings, they are given an honorary title, membership inan honorary group, and sometimes they are even provided with products in advance of the product’s release. These reviewerswork long hours, without pay, to provide a valuable service to their fellow consumers. For instance, the top 1000 reviewerseach write hundreds of reviews. What exactly motivates this extraordinary effort? How does the reputation system ofhelpfulness votes affect the case for Amazon’s reviewers

An Exploration of Timing of Online Surveys on Response Characteristics

This paper conducts a study of responses of a web-based survey of opinion contributors to Amazon.com to explore contextual characteristics of the responses. These include the early versus cumulative response rates, best times to receive a survey request, best times to broadcast a survey request, coordination of the delays before response for different broadcast times. The survey is broadcasted every hour over a 24 hour period to account for respondents differing time zones. This research therefore purports to answer the questions that are often significant to quantitative researchers who need to optimize their data collection based on their needs. For instance: When do most respondents respond? How long do they wait before doing so? What would be the best time to send out a survey so that the email does not get deprioritized for later? Does this time differ for the highest cumulative response rate

INTELLIGENT INFORMATION SYSTEMS, QUO VADIS?

ABSTRACT Based on its most popular incarnations, Intelligen

AUTOMATED GRADING, ANALYSIS, AND FEEDBACK IN EXCEL ASSIGNMENTS

A system was created to automate the grading of Microsoft Excel assignments while providing analytical formative feedback to students and faculty. Although automated grading in Excel is not new, these systems have encountered several hurdles in grading, such as handling open ended questions that can have multiple correct answers. This manuscript outlines some of our grading system’s key features and summarizes its benefits

Assessing the Efficacy of Incorporating Game Dynamics in a Learning Management System

The goal of the study was to see if gamification of a Learning Management System (LMS) would increase a number of desirable outcomes: student interest, motivation, satisfaction, student learning and perception of pedagogical affect. These constructs were measured in a survey, except for learning, which was measured by grades. Gamification of the LMS included the addition of all of the following: (1) An illustrated hero’s adventure storyline with monsters to overcome by completing quests (assignments and assessments), (2) Olympic colored badges to represent individual grades as well as overall progress, (3) Points earned on a game-like scale—e.g., 100,000 points for the course, (4) A leaderboard with anonymous names and avatars, (5) Lives which allowed students to turn in a fixed number of late assignments without penalty. While open-ended responses suggested that students appreciated some gamification aspects, the quantitative data suggested that gamification has virtually no effect on the constructs measured. Only relatedness (a sub-construct of motivation) and student interest were found to be significant, although with small effect sizes. This study contributes to existing literature by exploring the impact of gamification of an LMS for a required introductory course in information systems

Online Food Delivery: How Do Service Failures Impact Behavioral Loyalty?

When consumers order restaurant food delivery through a mobile phone application like Uber Eats or DoorDash, they order from a company that is part of a global phenomenon, Online Food Delivery (OFD). Globally, this market is expected to exceed $85 billion in revenue by 2024 (Statista, 2019). The expected growth of restaurant delivery platforms creates the need for a better understanding of how the business model affects existing players in the restaurant industry. In this study, we will use an experiment to investigate the influence of OFD services on behavioral loyalty toward restaurants. Specifically, we will examine how consumers react to service failures with a third-party OFD involved. The results will help members of the respective academic and industry communities gain a better understanding of the restaurant delivery market and fuel a desire for further investigation

Meeting the Challenge of IS Curriculum Modernization: A Tutorial on the Successful Overhaul and Continuous Improvement of the IS Curriculum at Ohio University

The IS department in the Ohio University College of Business recently completed a comprehensive curriculum overhaul, which spanned the last 2 years. This process involved discarding most course material and starting from scratch in the development of an entirely new curriculum, which was designed to be consistent, highly integrated, more modern and reflective of the “real world”. Through a highly collaborative and cooperative effort between department instructors, student focus groups and our executive advisory board, this project has been a tremendous success. New courses, which meet aggressive improvement goals, have been successfully rolled out in most areas over the past five quarters. The decision to move forward with this initiative was driven by consistent concerns expressed by faculty, students and the IS curriculum advisory board regarding the following: · Lack of clarity regarding the overall goals of the program, · General inconsistencies across the curriculum, · Use of outdated course materials, · Methodologies, tools and deliverables for system development that did not reflect the “real world”. Therefore, the goal of this project was to develop an overall vision for the IS program, and to use it to drive the development of a curriculum in which all courses were consistent, highly integrated, more modern and reflective of actual industry development methodologies, tools and deliverables. Our preliminary research has validated the new curriculum, as we have seen elevated course evaluations and highly positive feedback from students, employers and the executive advisory board. It is our expectation that enrollment in the IS major will also increase significantly as a result of this project. In this tutorial, we plan to describe the details of our curriculum overhaul process, the resulting System Development Lifecycle (SDLC) curriculum model and descriptions of the new courses. We will also present in detail, two of our marquis courses: MIS 201 – Information Analysis and Design and MIS 420 - Advanced System Development, sharing course content, deliverables, sample projects and innovative ideas. Throughout this tutorial, we will offer anecdotes and contextual quotes to make the session lively and real. Our goal in conducting this tutorial is to share our success story in the hopes that other IS departments will benefit from our lessons learned

Meeting the Challenge of IS Curriculum Modernization: A Guide to Overhaul, Integration, and Continuous Improvement

Information Systems (IS) departments are facing challenging times as enrollments decline and the field evolves, thus necessitating large-scale curriculum changes. Our experience shows that many IS departments are in such a predicament as they have not evolved content quickly enough to keep it relevant, they do a poor job coordinating curriculum development, and they do not market the major well. For these very reasons, our IS department was on the verge of extinction, as enrollment was down over 56% (down from 475 to 208 students) over a two-year period (2001-2003), while college enrollment remained constant at approximately 1900 students. We submit that these issues can and must be addressed proactively in order for IS programs to survive. This paper conveys the approach we used to revamp our IS curriculum. We present the curriculum overhaul process and lessons learned in our successful revamp project that enabled us to transform our program into one of the most successful in our business college. Through our efforts, we have increased enrollment 75% from 2003. We hope that our lessons learned will help others facing similar challenges