Patrick Charland

Business Simulation Training in Information Technology Education: Guidelines for New Approaches in IT Training.

Enterprise Resource Planning (ERP) systems are commercial software packages that enable the integration of transactions-oriented data and business processes throughout an organization. Most of the world’s largest organizations have already adopted an ERP system, and many mid-size or-ganizations are turning to them as well. The implementation of an ERP system presents some ma-jor training challenges. Organizations devote significant portions of their implementation budgets to training and organizational change management interventions. Industry experts recommend that up to 20% of an implementation budget be devoted to adequately preparing managers and users. Studies also show a low return on investment for this type of training as it makes it difficult for knowledge workers to teach how to transfer what is learned in training to real-life jobs. Inade-quate and ineffective training has the potential to seriously limit value realization. In that context, this paper presents ERPsim, a business simulation training approach developed at HEC Montreal in which the only interface between participants and the game is a real-life enterprise system (SAP). ERPsim recreates a realistic business environment that allows learners to develop IT com-petencies and skills in a setting that reflects the true complexity of the business world. This simu-lation approach is now used in over 100 universities and a dozen Fortune 1000 organizations. Yet, our experience shows that trainers need to approach simulation game training with a differ-ent attitude. This paper addresses the challenges faced by IT trainers in adapt-ing to this innovative training approach. Based on our many training experiences, this paper provides instructors with guidelines to create a learning environ-

Comparing Objective Measures and Perceptions of Cognitive Learning in an ERP Simulation Game: A Research Note

Enterprise Resource Planning (ERP) systems have had a significant impact on business organizations. These large systems offer opportunities for companies regarding the integration and functionality of information technology systems; in effect, companies can realize a competitive advantage that is necessary in today’s global companies. However, effective training for the incorporation and use of these large-scale systems is difficult and challenging; improved strategies for effective training include the use of business simulations. The question of the effectiveness of training remains—“How do we measure learning?”. In a recent Simulation & Gaming article “Business Simulations and Cognitive Learning”, Anderson and Lawton (2009) focus on research associated with the assessment of cognitive learning in business simulations. They indicate that little progress has occurred in objectively assessing cognitive learning in simulations and call for research that might help determine whether simulations accomplish what they purport to achieve in terms of participant learning. In this research note, objective measures of learning are presented. The results of objective measures of learning are compared with those of self-assessed perceptions of learning in the context of an ERP business simulation game. Based on the comparisons of learning measures, self-assessed measure results were not different from those of objective measures; moreover, learning did occur.

Authentic OM problem solving in an ERP context

Purpose – It is argued that problem‐based learning (PBL) is a valuable approach to teaching operations management, as it allows learners to apply their knowledge and skills in an environment that is close to real‐life. In fact, many simulations currently exist in the teaching of operations management. However, these simulations lack a connection to real‐life, as they are typically turn‐based and do not use real‐life IT support. The current paper seeks to address this issue by presenting an innovative pedagogical approach designed to provide learners with an authentic problem‐solving experience in operations management within an enterprise resource planning (ERP) system.Design/methodology/approach – The paper proposes a simulation game called ERPsim whereby students must operate an enterprise in a simulated economic environment using in real time a real‐life ERP system, namely SAP. Based on a survey with instructors, it assesses the extent to which this proposed simulation is aligned with the five characte...

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective.

In a recent theoretical synthesis on the concept of engagement, Fredricks, Blumenfeld and Paris defined engagement by its multiple dimensions: behavioral, emotional and cognitive. They observed that individual types of engagement had not been studied in conjunction, and little information was available about interactions or synergy between the dimensions; consequently, more studies would contribute to creating finely tuned teaching interventions. Benefiting from the recent technological advances in neurosciences, this paper presents a recently developed methodology to gather and synchronize data on multidimensional engagement during learning tasks. The technique involves the collection of (a) electroencephalography, (b) electrodermal, (c) eye-tracking, and (d) facial emotion recognition data on four different computers. This led to synchronization issues for data collected from multiple sources. Post synchronization in specialized integration software gives researchers a better understanding of the dynamics between the multiple dimensions of engagement. For curriculum developers, these data could provide informed guidelines for achieving better instruction/learning efficiency. This technique also opens up possibilities in the field of brain-computer interactions, where adaptive learning or assessment environments could be developed.

Portrait des différences entre les genres dans le contexte de l'apprentissage de l'électricité en fonction de la certitude exprimée lors de la production de réponses

RésuméCette recherche exploratoire poursuit l’objectif de décrire les évolutions de la «sensation de connaître» («feeling-of-knowing» [FOK]) lors d’apprentissages par la découverte de notions de base en électricité par des élèves du secondaire. L’analyse se concentre d’abord sur l’état initial des garçons et des filles en fonction de l’expérience préalable et de la perception qu’ils entretiennent de leurs capacités en sciences et technologie, puis sur l’évolution de la performance (i.e. les changements conceptuels effectués) et du FOK de ces mêmes groupes alors qu’ils vivent l’activité «les défis électroniques». Les résultats semblent indiquer que le traitement pédagogique utilisé ne produit pas de différences entre les genres en ce qui a trait aux apprentissages, mais qu’il favorise les garçons en ce qui concerne les certitudes qu’ils entretiennent quant aux réponses qu’ils fournissent.AbstractThis exploratory research aims to describe changes in the “feeling-of-knowing” (FOK) experienced by high school students who are being introduced to the fundamental concepts of electricity through learning by discovery. The analysis focuses first on the initial state of boys and girls in terms of their prior experience and the perception they have of their abilities in science and technology, then on the change in their performance (i.e. the conceptual shifts that take place) and the FOK of these same groups as they participate in “electronic problem-solving” activities. The results seem to indicate that this pedagogical approach produces the same results among both sexes in terms of learning acquisition, but favors boys in terms of the certainty they have of the solutions they provide.

Predicting Properties of Cognitive Pupillometry in Human–Computer Interaction: A Preliminary Investigation

This paper aims to investigate the predictive property of pupil dilation in an IT-related task. Previous work in the field of cognitive pupillometry has established that pupil size is associated with cognitive load. We conducted a within-subject experiment with 22 children aged between 7 and 9. For the hard questions, visit duration, pupil size and its quadratic effect were significant predictors. We discuss the potential of using this unobtrusive approach for neuro-adaptive and auto-adaptive applications.

Combining Vicarious and Enactive Training in IS: Does Order Matter?

The objective of the article is to provide empirical support for curriculum development to instructors using enactive learning in IS. Specifically, we are interested in understanding which instructional design, combining enactive and vicarious learning, leads to the most effective learning achievement and development of self-efficacy. Specifically, we compare two different training sequences to determine which is the best combination of the two instructional designs (vicarious/enactive) to train people in using business dashboards efficiently. In a controlled lab environment, we collected (1) behavioral data (performance, software interactions) (2) oculometric data and (3) self-assessed self-efficacy data to assess the learning processes and strategies. Our results show that providing the vicarious training first when using a combination of enactive and vicarious learning leads to a higher self-efficacy increase. It also has a significant impact on the attentional efficiency of students using dashboards in a business setting.

Business intelligence serious game participatory development: lessons from ERPsim for big data

Purpose A major trend in enterprise resource planning software (ERP) is to embed business analytics tools within user-centered roles in enterprise software. This integration allows business users to get better and faster insight to action. As a consequence, it is imperative for business students to learn how to use these new tools to adequately prepare them for new expectations in the industry. The paper aims to discuss these issues. Design/methodology/approach In this paper, the authors propose a new serious game, called ERPsim for big data, to enable the learner to acquire abilities at each level of the business analytics learning taxonomy. To maximize the pedagogical impact of the game, participatory design (PD) with professors as co-designers was used during game development. Findings This case study presents the PD approach and analyses the efficacy of the proposed new simulation. Originality/value The authors conclude by providing recommendations and lessons learned from this approach.