Journal of Information Systems Education (JISE)

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The latest news and important highlights regarding JISE

Volume 30 Issue 2, Spring 2019, is now published (see Current Issue section below). This issue contains six new articles: a teaching tip providing a framework for teaching business analytics, a teaching tip to illustrate data management concepts, a teaching case about the recent Facebook / Cambridge Analytica incident, a teaching case for creating software RFPs, a manuscript examining why students don't major in MIS, and a manuscript examining a framework that explores the relationship between learning outcomes, student engagement, and team dynamics. Enjoy!
JISE is pleased to announce that the Best Paper award for 2018 goes to "Scrum-Based Learning Environment: Fostering Self-Regulated Learning" by Tanya Linden. The winner of the Best Paper Finalist award is "Teaching Tip: Gaining Real-World Experience in Information Security: A Roadmap for a Service-Learning Course" by Janine L. Spears, and the winner of the Best Paper Honorable Mention award is "Fostering Cooperative Learning with Scrum in a Semi-Capstone Systems Analysis and Design Course" by Alejandra J. Magana, Ying Ying Seah, and Paul Thomas. Details about the award process and selection criteria can be found on the Best Papers page.

Current Issue

Volume 30 Issue 2, Spring 2019

67 Teaching Tip: Pedagogy for Business Analytics Courses
Anand Jeyaraj, Wright State University

84 Teaching Tip: “The Data Shuffle”: Using Playing Cards to Illustrate Data Management Concepts to a Broad Audience
David Agogo, Florida International University
Jesse Anderson, Big Data Institute

97 Teaching Case: Strategic Actions in a Platform Context: What Should Facebook Do Next?
Eric C. Larson, University of Illinois at Urbana-Champaign
Carl Vieregger, Drake University

106 Teaching Case: Creating a Request for Proposal for Software for a Non-Profit Organization
David Reavis, Texas A&M Univesity-Texarkana

111 Why do Students not Major in MIS? An Application of the Theory of Planned Behavior
Wallace Chipidza, Claremont Graduate University
Gina Green, Baylor University
Cindy Riemenschneider, Baylor University

127 Developing a Framework to Understand Student Engagement, Team Dynamics, and Learning Outcomes Using ERPsim
Lauren B. Eder, Rider University
Yvonne L. Antonucci, Widener University
Ellen F. Monk, University of Delaware

Forthcoming Papers

(hover over paper title to see the abstract)

Teaching Tip: Implementing Scrum Wholesale in the Classroom Abstract
As the most widely used agile software development method, Scrum has become a mainstay in many organizations that develop software. Despite Scrum’s popularity, several studies examine Scrum implementations that include some parts of the methodology and exclude others. This paper describes how Scrum has been incorporated into the classroom wholesale and highlights important considerations for using Scrum for student software development projects. Students having little to no knowledge of Scrum were able to gain confidence in using the method in a real-world setting. The paper discusses the use of a hands-on Scrum project as a pedagogical tool for teaching the Scrum methodology and software development life cycle principles. Quantitative and qualitative data were collected to understand student experiences with a wholesale Scrum implementation in the classroom. The paper concludes with data analysis and recommendations for implementing Scrum in future projects.

Corey Baham
Teaching Tip: A Notation for Planning SQL Querries Abstract
Structured Query Language (SQL) is still the de facto database query language widely used in industry and taught in almost all university level database courses. The role of SQL is further strengthened by the emergence of NewSQL systems, which use SQL as their query language, as well as some NoSQL systems, e.g., Cassandra and DynamoDB, which base their query languages on SQL. Even though the syntax of SQL is relatively simple when compared to programming languages, studies suggest that students struggle with simple concepts due to working memory constraints when learning SQL. This teaching tip presents a novel, simple and intuitive notation for planning more complex SQL queries, which facilitates the learning of SQL by providing the students a big picture of a particular data demand in regard to the database structure, and separates the logic of a data demand from the syntax and semantics of SQL, thus alleviating the strain on the student’s short-term memory. The notation can also be applied when discussing SQL semantics during the teaching process, without focusing on the syntactical nuances of the language.

Toni Taipalus
How Does Competition Help Future Learning in Serious Games? An Exploratory Study in Learning Search Engine Optimization Abstract
Serious games have been commonly used in information technology education and training. Many of them are multi-player games. Competition can be intuitively associated with games. However, it is not always considered as a necessary attribute of serious games. Particularly, the learning impact results of competition are mixed. Challenge and control are two game attributes that are highly relevant to competition. With the use of a multi-player serious game, SEO War, this study aims to explore the relationships among competition, perceived control, perceived challenge, and self-efficacy in a game-based learning environment. Particularly, it investigates whether competition leads to self-efficacy. It also examines whether perceived challenge and perceived control mediate the relationship between competition and self-efficacy in serious games. It contributes to the expanding literature on selecting important attributes for serious games. It also advances our understanding of the mechanism of how competition leads to self-efficacy. Moreover, it will help game designers decide on important game attributes through which games can be enhanced.

Philip T. Y. Lee, Richard W. C. Lui, and Michael Chau
Query Structure and Data Model Mapping Errors in Information Retrieval Tasks Abstract
SQL query writing is a challenging task for novices, even after considerable training. Query writing is a programming task and a translation task, where the writer must translate a user’s request for information into code that conforms to the structure, constraints, and syntax of an SQL SELECT statement and that references specific tables and columns from a database. This paper investigates the impact of two instructional interventions on query errors under conditions of low and high query complexity. Data was collected from an experimental study of 63 undergraduate students nearing completion of a 15-week database course. Our analysis reveals specific areas of query writing where each of the interventions helped, and hindered, task performance. We discuss the implications of these findings for improving SQL training and for future research on SQL training effectiveness.

Gretchen I. Casterella and Leo Vijayasarathy
Four Strategies for Driving a University Pre-College Computing Outreach Program Abstract
A public university’s computing outreach program focused on four key strategies for increasing the depth and breadth of science, technology, engineering, and mathematics (STEM) education. This paper describes the development and implementation of a project management hands-on learning laboratory activity within the context of the university’s outreach strategies. The first two strategies, establishing relationships with the primary and secondary (K–12) -level partner schools and implementing whole-grade participation, have led to repeat visits by students over several years. The third strategy, hands-on learning laboratory activities, has successfully engaged K–12 students, as indicated by the assessment results that provide evidence of successful student learning. The fourth strategy, producer–consumer collaborations, has facilitated the efficient matching of faculty expertise with K–12 teacher needs. The results include the evidence that outreach strategies can have a positive influence on student engagement in STEM education at multiple points in the K–12 education experience.

Jeffrey P. Landry, Harvey L. Barnett, Debra L. Chapman, and Rosalind McCullough
Design and Implementation of Data Visualization Course with a Real-World Project Component in an undergraduate Information Systems Curriculum Abstract
This paper describes a new data visualization class at the information systems undergraduate program at Loyola University Chicago Quinlan School of Business, and its real-word project component. The motivation for the data visualization class, and its evolution, is outlined. The fit and the position of the data visualization class in the information systems curriculum is discussed. The content of the class, including the choice of Tableau as the data visualization tool used for instruction, is discussed. The paper also describes the details of the project component of the class undertaken in conjunction with GE Transportation and discusses the validity and feasibility of using real-world data and scenarios. The outcomes of the project (which included the analysis of sensor data generated while testing locomotive engines) and the outcomes of the course are also discussed.

Svetlozar Nestorov, Nenad Jukić, and Sippo Rossi

About JISE

ISSN#: 1055-3096 (print)
ISSN#: 2574-3872 (online)

The Journal of Information Systems Education (JISE) is a peer reviewed journal published quarterly that focuses on IS education, pedagogy, and curriculum including (but not limited to) model curriculum, course projects/cases, course materials, curriculum design & implementation, outcomes assessment, distance education challenges, capstone learning projects, and technology selection & impact.

The mission of JISE is to be the premier journal on information systems (IS) education. To support that mission, JISE emphasizes quality and relevance in the papers that it publishes. In addition, JISE recognizes the international influences on IS education and seeks international input in all aspects of the journal, including authorship, reviewing, and Editorial Board membership.

JISE operates as a Diamond Open Access journal. This means that there are no subscription fees, no submission/processing fees, and no publication fees. All papers published in JISE have undergone rigorous peer review. This includes an initial editor screening and double-blind refereeing by three or more expert reviewers. Additional details are available regarding the submission process and the types of articles.

EDSIGCON

The EDSIG Conference on Information Systems and Computing Education (EDSIGCON) is a peer-reviewed conference for academic professionals and institutions of higher learning focused on Information Systems education including (but not limited to) model curriculum, assessment, distance education challenges, capstone and service learning projects, and information systems research geared toward educators. EDSIGCON 2018 in Norfolk, VA, was a great success! EDSIGCON 2019 will be held in Cleveland, OH, from November 6 - 9, 2019. Check out edsigcon.org for full details regarding the call for participation, the venue, key dates, and more.

Copyright Information

Copyright © Information Systems and Computing Academic Professionals (ISCAP). Permission to make digital or hard copies of all or part of this journal for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial use. All copies must bear this notice and full citation. Permission from the Editor is required to post to servers, redistribute to lists, or utilize in a for-profit or commercial use. Permission requests should be sent to the Editor at editor@jise.org.

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