ERIC Number: EJ1126033
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The Relationship between a Business Simulator, Constructivist Practices, and Motivation toward Developing Business Intelligence Skills
Lee, Hsun-Ming; Long, Ju; Visinescu, Lucian L.
Journal of Information Technology Education: Research, v15 p593-609 2016
Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-based instruction can be effective only if students are not discouraged by the difficulty of using the BI computer system and comprehending the complex BI subjects. Constructivist practices embedded in the business simulation are investigated to understand their potentials for helping the students to overcome the perceived difficulty. Consequently, it would enable instructors to more efficiently use the simulator by providing insights on its pedagogical practices. Our findings showed that the constructivist practices such as collaboration and subject integration positively influence active learning and meaningful learning respectively. In turn, both active learning and meaningful learning positively influence business intelligence motivational behavior. These findings can be further used to develop a robust learning environment in BI classes.
Descriptors: Correlation, Business, Intelligence, Business Administration Education, Constructivism (Learning), Active Learning, Simulation, Management Development, Teaching Methods, Educational Environment, Cooperation, Educational Games, Undergraduate Students, Student Surveys, Likert Scales, Student Attitudes, Statistical Analysis, Reliability, Least Squares Statistics
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A