Same Same But Different? A Two-Foci Perspective on Trust in Information Systems

Trust is one of the most important factors driving the adoption and use of information systems. The goal of this paper is to provide a first evaluation of a conceptual piece claiming a) that users distinguish between their trust in an IS and the provider of this IS and b) that both kinds of trust are important for the success sustainable success of IS providers. To evaluate the claims, a research model is developed and evaluated using data of 234 students during the introduction of a new IS at an European university. The results provide support for both claims, since the correlation between the two trust constructs is low, and the nomological networks differ. Regarding the importance of both constructs, trust in the IS is found to have an important impact of the use of the IS, whereas trust in the provider is a major driver of the users’ loyalty

THEORY-DRIVEN DESIGN OF A MOBILE-LEARNING APPLICATION TO SUPPORT DIFFERENT INTERACTION TYPES IN LARGE-SCALE LECTURES

Universities face increasing numbers of students leading to increasingly large lectures, and decreasing interaction and collaboration, which are important factors for learning success and satisfaction. The use of IT can help overcoming this challenge by increasing the interaction in large-scale lectures without massively increasing the workload of lecturers. In this research-in-progress paper, we present the design and pre-test of a mobile-learning application aiming to increase the interaction in large-scale lectures and the learning success of learners. For designing our application, we follow a design science research approach. We rely on insights from interaction theory as well as requirements gathered from lecturers and students in a focus group workshop. A pre-test of our application showed high valus for Perceived Usefulness, User Satisfaction, and Perceived Presentation Quality for the overall application and moreover high valus for Performance Expectancy and Intention to Use of all but one functions. The results show that the application is ready for being used in large-scale lectures. As a next step, the application will be used in one of our large-scale lectures aiming to evaluate whether using our application has a positive impact on interaction, satisfaction and learning success

Insights into Using IT-Based Peer Feedback to Practice the Students Providing Feedback Skill

The skills students need nowadays have changed over the last decades. The required skills are shifting more and more towards higher order thinking skills, such as critical thinking, collaboration and communication. One of the main ways of practicing these skills is through formative feedback, which consists of self-assessment and peer-assessment in our setting. However, today’s lecturers are facing the challenge that the number of students per lecture is continuously increasing, while the available budget is stagnating. Hence, large scale lectures often lack feedback, caused by the scarcity of resources. To overcome this issue, we propose a teaching-learning scenario using IT to provide formative feedback at scale. In this paper, we are focusing on the students’ providing-feedback skill, which is important for collaborative tasks. In our experiment with around 101 master students, we were able to show that the students’ ability to provide feedback significantly improved by participating in IT-based peer feedback iterations

Towards Design Excellence for Context-Aware Services - The Case of Mobile Navigation Apps

To satisfy service customers and create unique value in a digitized world, companies must strive for exceeding customers’ expectations of e-service experience by establishing high e-service quality. However, an increasing amount of e-services is performed by context-aware mobile technology, which is able to sense and react to changes in the user’s environment. Although these context-aware services are able to address our personal needs and already determine our everyday live, knowledge on how to develop such services is sparse. In our study, we qualitatively compare three mobile navigation apps based on their user reviews in order to elicit first requirements and design approaches for e-service quality oriented design. Results show that well known e-service quality models are not fully applicable to the case of mobile navigation services

Towards Empowering Educators to Create their own Smart Personal Assistants

Despite a growing body of research about the design and use of Smart Personal Assistants such as Amazon’s Alexa or Google’s Assistant, little is known about their ability to help educators offering individual support in large-scale learning environments. Smart Personal Assistant ecosystems empower educators to develop their own agents without deep technological knowledge. The objective of this paper is to design and validate a method that helps educators to create Smart Personal Assistants as learning tutors. Using a design science research approach, we first gather requirements from students and educators as well as from information systems and education theory. Next, we create an alpha version of our method and evaluate it with a focus group before we instantiate our artifact in an everyday learning environment. The findings indicate that our method is able to empower educators to design Smart Personal Assistants that significantly improve students’ learning success

HOW TO GAMIFY INFORMATION SYSTEMS - ADAPTING GAMIFICATION TO INDIVIDUAL PREFERENCES

Gamification refers to the use of game elements in a non-entertainment-based context, and is a well-known approach to motivate users of information systems. Despite the positive effects of games in dai-ly life, more gamification projects fail. A possible explanation for this observation is that game ele-ments are often designed without considering the needs of different groups of users. Consequently, we aim to develop a gamification approach that allows us to adapt the gamification elements to the indi-vidual motivation structures of information system users. To achieve our goal, we rely on self-determination theory to design different specifications of game elements. We exemplarily developed four different specifications for each of the nine gamification elements we found in the literature. We are currently in the process of conducting a discrete choice experiment allowing us to match the moti-vation structures of system users and their preferences regarding the specifications of game elements. Based on our results, we expect to better understand how gamification can motivate users to use sys-tems more regularly. In a subsequent step, we plan to rely on our results to design different gamifica-tion configurations for an information system, allowing us to adapt the gamification elements to indi-vidual preferences of the users

Unleashing the Potential of Argument Mining for IS Research: A Systematic Review and Research Agenda

Argument mining (AM) represents the unique use of natural language processing (NLP) techniques to extract arguments from unstructured data automatically. Despite expanding on commonly used NLP techniques, such as sentiment analysis, AM has hardly been applied in information systems (IS) research yet. Consequentially, knowledge about the potentials for the usage of AM on IS use cases appears to be still limited. First, we introduce AM and its current usage in fields beyond IS. To address this research gap, we conducted a systematic literature review on IS literature to identify IS use cases that can potentially be extended with AM. We develop eleven text-based IS research topics that provide structure and context to the use cases and their AM potentials. Finally, we formulate a novel research agenda to guide both researchers and practitioners to design, compare and evaluate the use of AM for text-based applications and research streams in IS

Designing for Cultural Values: Towards a Theory-motivated Method for Culture-sensitive Adaptation of Information Systems

To ensure that an intended target group accepts and uses an information system (IS) is a major challenge for service systems engineering and a key interest in IS research. On the one hand, individuals’ cultural values affect their willingness to use an IS; on the other hand, information technology (IT) is neither value-neutral and, thus, also affects IT acceptance and usage. Therefore, the adaptation of IS should consider both sources of value. Thus, in this paper, we present the theory-driven design of a method for culture-sensitive IS adaptation that draws on IT-culture conflict theory. Our two-fold evaluation approach results show that the method enables to create feasible results for developing culture-sensitive design solutions for IS. As a theoretical contribution, we contribute to the exploration of culture in IS development; as a practical contribution, we provide guidance in how to adapt IS for specific target groups

DIGITAL FORMATIVE LEARNING ASSESSMENT TOOL – TOWARDS HELPING STUDENTS TO TAKE OWNERSHIP OF THEIR LEARNING

Over the last years, the number of students has constantly risen while the number of lecturers remained steady. To the consequence are large-scale classes with often hundreds of students. Large-scale classes have didactical challenges such as providing effective feedback for the students’ learning success. This is in particular problematic, since feedback belongs to the most influential factors for the student learn-ing success. In order to overcome the challenges of providing feedback in large-scale classes, we suggest using an IT-based solution we label digital formative learning assessment tool (DFLAT). In this research-in-progress paper, we will show the development of this tool by using the method of action design research (ADR). More precisely, we will concentrate on the first part from the requirements gathering to the alpha-version. In order to collect the requirements, we conducted expert interviews with lecturers and students and also derived requirements from scientific literature. Based on the requirements, we will define the key design elements of the first version of DFLAT. The next steps in our research are then the intervention and evaluation of our alpha-version in a large-scale lecture. With our completed research, we aim to contribute to literature by developing a theory of design and action for providing individualized feedback for students in large-scale classes