An Introduction to the Business Game Flowers for the World

The aim of this paper is to provide sufficient detail that other members of the IS community can incorporate the business game Flowers for the World (or FFTW for short) into their IS teaching portfolio. The game promotes experiential (active) learning and has been used to support discussions or project work in such diverse subjects as analysis and design, database development, and advanced programming, as well as Masters-level courses on the strategic use of information systems. Examples of how experiences from the game can be used to support later learning and discussion is provided

Flowers For The World: Developing a Business Game to Support the Teaching of IS Concepts

One of the key problems in teaching fundamental concepts in information systems is how to ground the theory in experiences that the students can relate to. To overcome this problem, a business game called Flowers For The World has been developed and used across a wide variety of IS courses. This paper will describe the game and the result of using it for a 300-level course in analysis and design. The possibility exists that the game could be developed to provide a common business foundation across all business school curricula

Prepare your mind for learning

The learning process must evolve and expand throughout one\u27s IT career. Most would agree that\u27s often easier said than done. Here are some ways professionals can overcome mental blocks that may prevent learning

Clarifying the Role of Self-Efficacy and Metacognition as Indicators of Learning: Construct Development and Test

We propose extending our understanding of self-efficacy by comparing self-efficacy with a related construct called metacognition. Metacognition involves the monitoring and control of one\u27s thought processes and is often related, as is self-efficacy, to performance on a task. We develop an instrument that attempts to measure both self-efficacy and metacognition with respect to one\u27s performance on a test covering declarative and procedural knowledge (knowing that, and knowing how) of DFDs and ERDs. With data collected from a sample of 124 students, we use partial least squares (PLS) to show that self-efficacy and metacognition are distinct yet related constructs. While self-efficacy is a predictor of both declarative and procedural knowledge, metacognition is only related to procedural knowledge. We discuss the implications of these results and suggest further research is needed to compare and contrast the role of these constructs in assessing learning outcomes

Comparing Self-Efficacy and Metacognition as Indicators of Performance

We report the results of a pilot study that compared the computer self-efficacy construct with metacognition. While self-efficacy is primarily affective and refers to one’s beliefs about one’s ability to perform a task, metacognition is primarily cognitive and refers to one’s thoughts about one’s ability to perform a task. Given their similarity, both have been used as surrogate measures of knowledge or skill. We developed an instrument to measure both constructs and applied the instrument to a set of MIS students taking an Analysis and Design course. Factor analysis produced a five-factor model, with metacognition factoring out as a unidimensional scale. Implications for further research are discussed

What Do We Think We Think We Are Doing?: Metacognition and Self-Regulation in Programming

Metacognition and self-regulation are popular areas of interest in programming education, and they have been extensively researched outside of computing. While computing education researchers should draw upon this prior work, programming education is unique enough that we should explore the extent to which prior work applies to our context. The goal of this systematic review is to support research on metacognition and self-regulation in programming education by synthesizing relevant theories, measurements, and prior work on these topics. By reviewing papers that mention metacognition or self-regulation in the context of programming, we aim to provide a benchmark of our current progress towards understanding these topics and recommendations for future research. In our results, we discuss eight common theories that are widely used outside of computing education research, half of which are commonly used in computing education research. We also highlight 11 theories on related constructs (e.g., self-efficacy) that have been used successfully to understand programming education. Towards measuring metacognition and self-regulation in learners, we discuss seven instruments and protocols that have been used and highlight their strengths and weaknesses. To benchmark the current state of research, we examined papers that primarily studied metacognition and self-regulation in programming education and synthesize the reported interventions used and results from that research. While the primary intended contribution of this paper is to support research, readers will also learn about developing and supporting metacognition and self-regulation of students in programming courses

Large expert-curated database for benchmarking document similarity detection in biomedical literature search

Document recommendation systems for locating relevant literature have mostly relied on methods developed a decade ago. This is largely due to the lack of a large offline gold-standard benchmark of relevant documents that cover a variety of research fields such that newly developed literature search techniques can be compared, improved and translated into practice. To overcome this bottleneck, we have established the RElevant LIterature SearcH consortium consisting of more than 1500 scientists from 84 countries, who have collectively annotated the relevance of over 180 000 PubMed-listed articles with regard to their respective seed (input) article/s. The majority of annotations were contributed by highly experienced, original authors of the seed articles. The collected data cover 76% of all unique PubMed Medical Subject Headings descriptors. No systematic biases were observed across different experience levels, research fields or time spent on annotations. More importantly, annotations of the same document pairs contributed by different scientists were highly concordant. We further show that the three representative baseline methods used to generate recommended articles for evaluation (Okapi Best Matching 25, Term Frequency-Inverse Document Frequency and PubMed Related Articles) had similar overall performances. Additionally, we found that these methods each tend to produce distinct collections of recommended articles, suggesting that a hybrid method may be required to completely capture all relevant articles. The established database server located at https://relishdb.ict.griffith.edu.au is freely available for the downloading of annotation data and the blind testing of new methods. We expect that this benchmark will be useful for stimulating the development of new powerful techniques for title and title/abstract-based search engines for relevant articles in biomedical research.Peer reviewe

A reversed context analysis of software piracy issues in Singapore

The level of software piracy and reasons underlying the behavior among students in Singapore was investigated using the reversed context analysis previously used by Moores and Dhillon in a study of Hong Kong. This technique presented the respondents with a set of context statements that describe the buying and using of pirated software in terms of high availability, high cost, and low censure. The contexts were reversed (low availability, low cost, high censure) in order to determine whether targeting one or more of these reasons would lead the respondents to stop the behavior. The same instrument was used here with a sample of 462 students. The results showed general agreement with those of the Hong Kong study, although the level of pirating behavior was lower, with a weaker switch from agreement to disagreement when the context involved cost. A closer examination of the respondents revealed a set of respondents that frequently bought and used pirated software and seemed resistant to any of the reversed scenarios. This suggests that even in culturally similar markets different approaches may be required to combat software piracy. © 2003 Elsevier B.V. All rights reserved

Self-Efficacy, Overconfidence, and the Negative Effect on Subsequent Performance: A Field Study

Self-efficacy has been used to predict the level of performance or usage of IT. The psychological literature has suggested, however, that rather than promoting behavior, it can lead to overconfidence and reduce performance over time. We investigated this claim by studying the relationship between self-efficacy and performance in a field study. Overconfidence was measured metacognitively as the difference between a person\u27s expected performance and his or her actual performance. Using PLS and a sample of 108 students in an systems analysis and design course, we found that for the sample as a whole, self-efficacy was positively and significantly related to performance, and that performance was positively and significantly related to subsequent self-efficacy. When levels of over- and under-confidence were taken into account, however, the relationships changed. In particular, overconfidence leads to a significant negative relationship between self-efficacy and subsequent performance. Implications for user training included the need to use performance feedback in order to allow for a recalibration of self-efficacy towards a more accurate self-assessment of ability