An Empirical Analysis of Video Games and Social Media on Learning in an Information Systems University Class
Heber C. Brau, Department of Computer Science, Brigham Young University, UT, USA
James C. Brau, Department of Finance, Brigham Young University, UT, USA
James Gaskin, Department of Information Systems, Brigham Young University, UT, USA
Prior research by Brau, et al. (2016, 2017) identifies factors that correlate with university student course grades. We employ the same research structure as the Brau, et al. papers with the innovation of adding dozens of questions that deal with video game and social media usage. Extant research argues that time spent on video gaming and using social media can: 1) hurt student grades, 2) help student grades, or 3) have no impact on student grades. We test the video game and social media impact hypotheses using a survey of over 500 college students in an Introduction to Information Systems course at a large, private, US university. Methodologically, we employ univariate and multivariate testing with course grade as the dependent variable and a set of video game, social media, and control variables as independent variables. Our results indicate that for this sample period (2019-2020), neither video game usage nor social media usage significantly impact learning as measured through course grades.
Keywords: Video games, Social media, Human computer interaction, Learning
How The Coronavirus (COVID-19) Pandemic Impacted Higher Education Faculty Research Activities
Oltiana Muharremi, Associate Professor of Accounting, Stonehill College, Easton, MA
Marie Solange Lopes, Assistant Professor of Accounting, Stonehill College, Easton, MA
Filloreta Madani, Associate Professor of Accounting, University of Vlora, Vlora, Albania
Meleq Hoxhaj, Researcher, Albanian Customs Administration, Fier, Albania
The COVID-19 epidemic has severely harmed the worldwide higher education business, resulting in an enormous health and socioeconomic tragedy that will be remembered for a long time. The COVID-19 pandemic has underlined the need for improved international and global perspectives to assess the numerous COVID-19 ramifications in the short, medium, and long term. Several higher education organizations and associations, including student groups and other higher education organizations, conducted surveys with a specific focus on a topic or problem that developed. This article investigates the pandemic's initial consequences on education and research activities. We want to look at how coronaviruses impact academic research in higher education. We employed a geographically distributed responder survey from Albanian private and public higher education institutions.
Keywords: higher education, challenges, learning, pandemic, research
Python Web Scraping:
An Experiential Learning Assignment to Teach Business Analytics
Akhadian Harnowo, Washburn University, Topeka, Kansas, USA
This study describes an experiential learning assignment that promotes web scraping using Python. Web scraping is the process of extracting data from the web to create structured data for analytics purposes. This assignment focuses on the data discovery phase of business analytics, where students must experience the iterative process of business and data understanding. During the assignment, students must find data feasible for extraction while considering its value. The assignment is appropriate for students with a limited programming background. The assignment can be offered in a business analytics course or infused into existing business courses.
Keywords: experiential learning, analytics, business, Python, web scraping, data collection
Blending a MOOC course into a Business School’s Course
to Introduce Python for Data Analytics
Akhadian Harnowo, Washburn University, Topeka, Kansas, USA
Many business schools began offering a data analytics course or infusing data analytics topics into their existing courses. Python programming language is an essential skill pertaining to data analytics. Python can process real-time, large, unstructured data as efficiently as traditional data. However, instructors must overcome the most significant hurdle business students often have: a lack of programming background. This paper documents the use of a short MOOC course to introduce students to Python for data analytics. A survey after course completion shows that students were more ready and motivated to learn more about Python language.
Keywords: Data analytics, Python, MOOC, teaching, blended learning
Analysis of Student Outcomes for Course Objectives in a Required Database Course in an Accredited Program
George Garman, Metropolitan State University of Denver - Denver, Colorado, USA
This paper examines the assessment of student objectives in a required database course at an accredited urban institution of higher learning. Using data collected on student outcomes from spring 2011 through summer 2022, the outcomes are evaluated using factorial Analysis of Variance methods as well as the Tukey-Kramer procedure to identify significance between pairs of means. The paper evaluates the outcomes based upon 943 students who were enrolled in forty-five class sections of the database course. The analysis measures the student performance based upon the six objectives defined for the course. The study concludes that there is little difference in the overall student outcome means of the six objectives. Students seem to perform consistently in all the evaluated categories of the course. Students who take the course online perform significantly lower in three of the six evaluation categories. Even though online students receive extensive resources, including videos and access to a tutor, they still do not perform as well as their counterparts who take the course live. As would be expected, students in the accelerated summer session perform significantly lower in three areas compared to those who take the course in the conventional sixteen-week semesters.
Keywords: Assessment of Student Outcomes, Defining Course Objectives. Online courses, Instructor-led courses
Analysis of a VITA Program’s Local Economic Impact
Scott Lail, Wingate University, Wingate NC, USA
Kristin Stowe, Wingate University, Wingate NC, USA
Volunteer Income Tax Assistance (VITA) programs provide an important service to eligible community members. Students at one private university served within the structure of a 400-level Accounting course. The course not only included volunteer hours but also external requirements (such as the IRS certification exam) and opportunities for reflection on service learning. Anonymous data was collected by the students related to demographic information for the community members served and the refunds that were generated. The data was analyzed and interpreted using IMPLAN software. The direct benefits are the fees saved by community members who would have otherwise paid tax preparation services and any refunds that community members receive due a tax return that might have otherwise gone unclaimed. During spring 2021, students served 263 clients. The total economic benefits boosted the county’s GDP by $97,000, added $46,000 to labor income and supported 1.4 jobs.
Keywords: Service learning, Volunteer Income Tax Assistance VITA, Economic impact
Changing Business Student Perspectives of Individual Factors in Online Versus Face-to-Face Education: Impact of the Pandemic
Lynn A. Fish and Coral R. Snodgrass
Canisius College, New York, USA
At an AACSB Jesuit, Catholic University with a strong focus on teaching, business student perceptions regarding online versus face-to-face (FTF) courses were surveyed in 2012, 2018 and 2021 during the pandemic. Since research indicates that perceptions change over time, this study evaluates the changes in individual perceptions over this time period. Individual factors of motivation, discipline, self-directed, independence, schedule flexibility, time investment, cost investment, happiness, appropriateness and preference of online versus face-to-face education, are presented. This research has implications for instructors and administrators.
Keywords: Student Perceptual Changes, Individual Factors, Online, Face-to-Face
Changing Business Student Perceptions of Program Factors
in Online versus Face-to-Face Education During the Pandemic
Lynn A. Fish and Coral R. Snodgrass
Canisius College, New York, USA
As part of an ongoing study of student perceptions of online versus face-to-face education, business students at an AACSB Jesuit, Catholic University were surveyed in 2012, 2018 and 2021. With changing technology and educational improvements, student perceptions may change over time. While perceptual changes in program factors since 2012 were not detected in 2018, with the increase in students taking online classes due to the pandemic, this study evaluates the changes in student perceptions on the program factors of difficulty, cheating, student-to-student interaction and student-to-instructor interaction during the pandemic. Results have implications for instructors and administrators.
Keywords: Student Perceptual Changes, Program Factors, Online, Face-to-Face
Ethnicity and the Generation of Students Related to the Effects of Snowstorms on College Educated Business Students
Kevin J. Wynne, Professor of Finance and Economics
Lubin School of Business, Pace University, New York, USA
Jay Sholes, Director of Administration
Department of Economics, New York University, New York, USA
This paper investigates the perceived hardships of undergraduate students during severe snowstorms based on ethnicity and first-generation students. Using approximately 380 observations, we find that there is a difference between ethnicity and generation of student during the interruption of student classes related to snowstorms in the spring of 2018. The paper uses survey data at an AACSB accredited business school. The authors find that using a univariate and a multivariate there is a difference in the results. The empirical results were robust under all the models.
Keywords: higher education, business schools, first-generation, minority students, natural disasters, student impacts
Introducing Gen Z and Millennial Students to Business Accounting Complexity Through a Low-Cost Experiential Learning Activity
Letitia Meier Pleis, Metropolitan State University of Denver, Colorado, USA
Research within accounting education has found that Experiential Learning Activities (ELAs) have been a beneficial learning activity (Gittings, Taplan, Kerr 2020). In small business education, ELAs tend to be focused on students working with a business. While this is the ideal learning opportunity, having students jump right into such an activity can be overwhelming and at times not feasible. Such activities became more complicated during the pandemic or with any online learning format. One way to include ELAs in small business education is using reality television shows available on YouTube. Gen Z and Millennials are very engaged with YouTube often using it weekly if not daily (Baron, 2019). Not only are students drawn to video it is also a source of free content. The cost of higher education has steadily increased over the past several decades (Coker and Glynn, 2017). One way to help students with affording their education is to find low/no-cost materials. The following will demonstrate the potential for this activity for small business education through the show of The Profit and its use in preparing small business accounting students before working directly with a small business.
Keywords: experiential learning activities, online education, low-cost material, accounting education, small business education, The Profit
Logic Puzzles to introduce Binary or 0 – 1 notation for Integer Programming
Jaideep T. Naidu, Thomas Jefferson University, Philadelphia, PA, USA
Teaching quantitative courses in the School of Business is challenging. Our students take a core course related to Operations Research in the undergraduate as well as in the graduate program. Linear Programming (LP) and Integer Programming (IP) problems are considered challenging to formulate using algebraic notation. In the case of Integer Programming, binary or 0 – 1 algebraic formulation is required. Since such formulation can be especially challenging even for graduate students, we adopt an innovative approach and introduce our students to Logic puzzles. With the help of these word/logic puzzles, the students gain experience with 0 – 1 algebraic notation. Interestingly, our students perceive this as fun activity and enjoy the solution process. We believe this is an excellent investment of time because the students stay focused and engaged even when we eventually discuss topics such as LP and IP.
Keywords: Integer Programming, Logic Puzzles, Algebraic formulation, binary or 0-1 notation
Considerations for the Development of a Fully Online
Business Bachelor’s Degree Completion Program
Kathy Richie, Minnesota State University, Mankato, MN, USA
Claudia Pragman, Minnesota State University, Mankato, MN, USA
Workers are seeking higher-level professional jobs to earn higher wages and salaries. At times, companies of all sizes may not have access to a talent pool that includes candidates with some college degree. Adults who choose to return to school to complete their associate's or bachelor's degree are described as financially independent, have life commitments to family and work, and have other personal identities that do not always include being a student. This paper seeks to help define the process of developing an online degree program for adult students to meet their needs and help higher education serve this non-traditional student population.
Keywords: adult students, virtual education, online learning, post-secondary education
An Experimental Study of the Effectiveness of Group Quiz in an Operations Management Course
Junghoon Song, Texas Wesleyan University, Fort Worth, Texas, USA
This study investigates the effectiveness of group quiz in improving students’ learning performances in an operations management (OM) course. The sample included 120 students who took the undergraduate OM course in a small liberal arts university. There were two groups of students in this study. The first group took a group quiz following an individual quiz, whereas the second group took only an individual quiz. Following the individual quiz, students in the first group were given an identical copy of the quiz again and completed it as a group. During the group quiz, students went through a process of explaining and defending their ideas, understanding different perspectives, and reaching consensus. The empirical results show that the exam scores for the group who participated in the group quizzes were significantly higher than the exam scores for the other group. It indicates that the use of group quiz was effective in improving students’ learning performances. The results can be attributed to the benefits of collaborative learning, reciprocal teaching, and quiz re-takes. Students’ feedback supports these findings.
Keywords: group quiz, collaborative learning, operations management
Hierarchy of Group Factors Affecting Students’ Selection of Online Classes: New Evidence from Hierarchical Regression Analyses
Yong Gyo Lee, University of Houston-Victoria, TX, USA
Donna Y. Stringer, University of Houston-Clear Lake, TX, USA
This study examines the students’ behavior of selecting online classes. More specifically, this study examines three related issues to online classes, the factors affecting students’ selection, the hierarchy among factors, and the tendencies developed over the past twenty years, 2003-2022. By using hierarchical linear regression analyses, this study evaluates the relative importance of factors affecting students’ selection of online classes. This study documents that barriers are still the most crucial factor. This study also finds that the motivators of online learning are the next most important, followed by the students’ individual characteristics, and their learning styles. By splitting the sample into four sub-periods, this study documents a shift (or change) in the roles played by each of these factors. While the barriers and motivators are the two most influential factors across all time periods, the individual characteristics and learning styles play a marginal role compared to other factors, but the latter factors did play more significant roles in the late 2000s and early 2010s when online learning became popular.
Keywords: online learning, class delivery mode, motivators, barriers, business education, hierarchical regression.
Enhancing Oral Communications Outcomes in business School Students
Marc C. Marchese, King’s College, Wilkes-Barre, PA, USA
James P. Dolhon, King’s College, Wilkes-Barre, PA, USA
Barry H. Williams, King’s College, Wilkes-Barre, PA, USA
Oral communication is one of the important competencies business schools develop in their students. As a result of the important nature of this competency, oral communication is often included as a learning goal for a college or university’s assurance of learning program, especially for AACSB-accredited institutions. The challenge for higher-education institutions is developing initiatives that can demonstrably enhance student oral communication performance. This paper presents a successful initiative that utilized cross campus collaboration between the School of Business and the coordinator of the College Speech Program. This collaboration integrates a refined oral communications rubric for evaluating students, faculty training for use of the rubric, expert evaluation of sample presentations, and data driven curriculum improvement resulting in enhanced outcomes.
Keywords: oral communication, AASCB, assurance of learning, competencies, learning goals, curriculum improvements, rubric
The “Big Six” as a Strategic Imperative: Student Success and Life Preparedness
Eric G. Harris, Florida Southern College, Lakeland, FL, U.S.A.
J. Michael Tracy, Florida Southern College, Lakeland, FL, U.S.A.
This article explores the background and impact of Gallup’s “Big Six” research and publications on educational outcomes. The pertinence of the Big Six in achieving positive post-graduation success and work life preparedness remains focal. A case study from the Barnett School of Business and Free Enterprise at Florida Southern College is presented that examines the measurement, application, and efficacy of the Big Six in developing student success and life preparedness. In doing so, the work reviews the contribution of high impact practices to the success of the business program and how this success can work to aid other programs/institutions seeking to improve student outcomes.
Keywords: Big Six, work life preparedness, assessment, student outcomes
The YOU DRIVE: A Deliberate Approach to Effective Active Learning
Matt Shatzkin, York College of Pennsylvania – York, Pennsylvania, USA
In higher education, active learning approaches have been described as effective and preferred by most students. Notably, these approaches require increased work on the part of the instructor and are not necessarily beneficial without deliberate forethought and preparation. To address the need for effective active learning, I have evolved and implemented the YOU DRIVE approach across four different courses, 16 separate sections and three academic years. The YOU DRIVE approach establishes foundational knowledge, puts students in an active role in solving problems, allows the opportunity to make mistakes, and prompts students to reflect and learn from the experience. Students have found the YOU DRIVE approach to be fundamental in their success towards learning various business management concepts. Instructors can adopt the YOU DRIVE method to conduct structured and effective active learning.
Keywords: active learning approaches, experiential learning, problem-based learning, higher education
Teaching Service Quality Assessment through Project-Based Learning
Matt Shatzkin, York College of Pennsylvania – York, Pennsylvania, USA
Abigail Wurzbach, York College of Pennsylvania – York, Pennsylvania, USA
Rachel Shetterly, York College of Pennsylvania – York, Pennsylvania, USA
Teaching service quality assessment to undergraduate business students is a challenge. While personal experience may provide partial meaning and insight to the nature of customer perspectives, students may become lost in the details of developing, measuring and analyzing customer experiences as a function of business management. To address these challenges, this article provides a project-based learning method in which students employed the SERVQUAL method to construct survey questions, collect data, and identify gaps between fellow students’ expectations and perceptions of education received. Students performing the project gained a deeper understanding of how to analyze customer feelings regarding service quality and how to apply the SERVQUAL method in future settings. Additionally, students gained an increased appreciation for the value of service quality assessment.
Keywords: Service Quality Assessment, Project-Based Learning, SERVQUAL, Experiential Learning, Total Quality Management, Business Management
Using Economic Sudoku to Teach Cost
Charity-Joy Acchiardo, University of Texas at Austin, USA
G. Dirk Mateer, University of Texas at Austin, USA
Wayne Geerling, University of Monash, Australia
We provide examples of economic sudoku to enhance student understanding of the relationship between total, average and marginal cost. To create scaffolding, examples of sudoku range from easy to hard. This method allows students with limited math skills to practice simple calculations before being presented with more challenging sudokus. Economic sudoku requires students to do more than just learn a formula; each student learns to work forward and backward using a limited set of information to complete a cost puzzle. This approach develops the intuitive skills that are essential in moving from data presented in tables to cost curves. Gamification of the cost material motivates students to learn, improves their math and graphing skills, and allows them to process information more quickly – skills that are vital to economic understanding. The material is appropriate for high school, AP, principles, and intermediate-level microeconomics.
Keywords: Cost, Sudoku, Education. Active learning.
Retiring in 40 years? Start Saving Now!
An In-Class Spreadsheet Exercise for Business Students on Modeling 401(k) Benefits
Brett W. Young, Georgia Gwinnett College, Lawrenceville, GA, USA
An introductory management information systems course includes several modules on developing spreadsheet skills. One of the in-class exercises is creating a spreadsheet that projects expected year-by-year balances and lifetime savings in an employer-provided 401(k) plan. Because many students now work in jobs that offer 401(k) plans, helping students understand the importance and benefits of saving now (and reaping the rewards of doing so every year) enables them to comfortably retire later. This paper introduces motivation for saving for retirement in a tax-advantaged 401(k) savings plan, defines some pertinent personal finance terms and describes a basic spreadsheet activity that can be developed to enhance student spreadsheet skills while encouraging them to contribute to their own 401(k) (or other similar) savings plans.
Keywords: spreadsheet, 401(k), management information systems, personal finance, time value of money, investing, retirement, savings
Career Decision Self-Efficacy Integrated Into An Undergraduate Business Education Curriculum
Christopher C. Sutzko, King’s College, PA, USA
Korie Munley, King’s College, PA, USA
Theresa Kinney, King’s College, PA, USA
Research shows that pro-active interventions as part of undergraduate college courses can improve students’ ability to make more informed career decisions and thus become more successful in their personal and professional lives. This case study focuses on undergraduate business students at a four-year liberal arts institution who are enrolled in a Student Professional Development Program as part of the business curriculum. The cohort of students was examined beginning in the Fall of 2016 using pre-test scores (first semester, first year) and concluding in the Spring 2020 with post-test scores (last semester, last year) to determine if confidence levels regarding career decision self-efficacy increased. Data was collected using a self-reporting system and then the scores were compared and analyzed according to the categories of Self-Appraisal, Occupational Information, Goal Selection, Planning, Problem Solving, and CDSE Overall Totals. Active/engaged learning, self-awareness, personal/professional resiliency, mentorship, and goal setting were a few topics focused on in all courses that are part of the SPDP. For this specific cohort, an increase in CDSE ranging from medium to high effect size was achieved in all areas. Addressing these key areas and using purposeful interventions allows for an opportunity to increase a student’s ability to make informed career decisions, enhance future career development, and encourage lifelong learning.
Keywords: Career decision self-efficacy, business curriculum, professional development, AACSB, career development
Integrating a Common Book Reading Assignment into an Introduction to Business Course
James P. Borden, Villanova University - Villanova, Pennsylvania USA
Melinda German, Villanova University - Villanova, Pennsylvania USA
Many colleges have a common reading program. This paper looks at one business school’s implementation of a common reading program into the school’s required Introduction to Business course. The benefits of such a program are outlined, as well as how the common reading is integrated into the course.
Keywords: intro to business, first-year, common reading, shared experiences