Abstract: Neuro-marketing, neuro-economics, and now the field of neuro-information systems (neuro-IS) is growing, and our students want to know more about it all. This paper presents the examination of the learning-needs of new entrants to the field of neuro-IS. The resulting elective course is targeted at IS undergraduate majors interested in learning about the use of neurophysiological tools in organizational settings. The course is focused on the design aspects of brain-based computer interfaces for people with disabilities and the general use of neurophysiological tools to understand human mental states better. Students read seminal papers to gain a background in the latest brain-based technology and its application to various organizations. The course material focuses on the design and usability of systems, the psychological and cognitive states of users, and the evaluation of novel technology. Students demonstrate their understanding of key concepts by designing and conducting a related research study, analyzing a case in the field, or designing their own brain-based interface. This course was taught to forty-one undergraduate students in a face-to-face format and thirty-seven in an online class using active learning principles, and the course was met with highly positive reviews. Delivering a version of the class online did not have a noticeable impact on either student performance or course evaluations.
Keywords: Neuro-IS, Brain-computer interface, Neurophysiological tools, Instructional pedagogy, Course development, Introductory course
Download This Article: JISE2022v33n2pp159-168.pdf
Recommended Citation: Randolph, A. B., & Raven, A. J. (2022). Engaged Brains: A Course on Neuro-Information Systems. Journal of Information Systems Education, 33(2), 159-168.