bluuebunny/crossref_metadata_2025 huggingface dataset:
Using Doctoral Experience Survey Data to Support Developments in Postgraduate Supervision and Support
Authors: Johnston Lucy , Sampson Kaylene , Comer Keith , Brogt Erik
Published: October 2017

Provision of both high standards of thesis supervision and high quality research environments are required for doctoral candidates to flourish. An important component of ensuring quality provision of research resources is the soliciting of feedback from research students and the provision from research supervisors and institutions of timely and constructive responses to such feedback. In this manuscript we describe the use of locally developed survey instruments to elicit student feedback. We then demonstrate how actions taken in response to this student feedback can help establish a virtuous circle that enhances doctoral students’ research experiences. We provide examples of changes to supervisory practice and resource allocation based on feedback and show the positive impact on subsequent student evaluations. While the examples included here are local, the issues considered and the methods and interventions developed are applicable to all institutions offering research degrees.
Organizational Creativity and IT-based Support
Authors: M. Olszak Celina , Andrzej Kisielnicki Jerzy
Published: October 2017

The main aim of this paper is to provide a theoretically and empirically grounded discussion on IT-based organizational creativity support. This study attempts to answer the following questions: (1) what is the issue of organizational creativity and its IT-based support, (2) what is the demand for IT –based organizational creativity support; (3) what are the main determinants and barriers to IT-based organizational creativity support; and (4) what success factors are crucial for IT-based organizational creativity support. This paper presents the analysis results of a survey conducted in 25 selected organizations.
The paper provides valuable information on the possibilities of IT applications in organizational creativity support as well as the associated success factors. It makes useful contribution to our better understanding of IT-based organizational creativity support issues.
Reducing the Digital Divide among Children Who Received Desktop or Hybrid Computers for the Home
Authors: Cohen Zilka Gila
Published: October 2017

Researchers and policy makers have been exploring ways to reduce the digital divide. Parameters commonly used to examine the digital divide worldwide, as well as in this study, are: (a) the digital divide in the accessibility and mobility of the ICT infrastructure and of the content infrastructure (e.g., sites used in school); and (b) the digital divide in literacy skills. In the present study we examined the degree of effectiveness of receiving a desktop or hybrid computer for the home in reducing the digital divide among children of low socio-economic status aged 8-12 from various localities across Israel. The sample consisted of 1,248 respondents assessed in two measurements. As part of the mixed-method study, 128 children were also interviewed. Findings indicate that after the children received desktop or hybrid computers, changes occurred in their frequency of access, mobility, and computer literacy. Differences were found between the groups: hybrid computers reduce disparities and promote work with the computer and surfing the Internet more than do desktop computers. Narrowing the digital divide for this age group has many implications for the acquisition of skills and study habits, and consequently, for the realization of individual potential. The children spoke about self improvement as a result of exposure to the digital environment, about a sense of empowerment and of improvement in their advantage in the social fabric. Many children expressed a desire to continue their education and expand their knowledge of computer applications, the use of software, of games, and more. Therefore, if there is no computer in the home and it is necessary to decide between a desktop and a hybrid computer, a hybrid computer is preferable.
Preparedness for eHealth: Health Sciences Students’ Knowledge, Skills, and Confidence
Authors: Lam Mary , Hines Monique , Lowe Robyn , Nagarajan Srivalli , Keep Melanie , Penman Merrolee , Power Emma
Published: October 2017

There is increasing recognition of the role eHealth will play in the effective and efficient delivery of healthcare. This research challenges the assumption that students enter university as digital natives, able to confidently and competently adapt their use of information and communication technology (ICT) to new contexts. This study explored health sciences students’ preparedness for working, and leading change, in eHealth-enabled environments. Using a cross-sectional study design, 420 undergraduate and postgraduate students participated in an online survey investigating their understanding of and attitude towards eHealth, frequency of online activities and software usage, confidence learning and using ICTs, and perceived learning needs. Although students reported that they regularly engaged with a wide range of online activities and software and were confident learning new ICT skills especially where they have sufficient time or support, their understanding of eHealth was uncertain or limited. Poor understanding of and difficulty translating skills learned in personal contexts to the professional context may impair graduates ability to con-fidently engage in the eHealth-enabled workplace. These results suggest educators need to scaffold the learning experience to ensure students build on their ICT knowledge to transfer this to their future workplaces.
A Detailed Rubric for Assessing the Quality of Teacher Resource Apps
Authors: Sloan Chener Todd , Lee Cheng-Yuan , Fegely Alex , A Santaniello Lauren
Published: October 2017

Since the advent of the iPhone and rise of mobile technologies, educational apps represent one of the fastest growing markets, and both the mobile technology and educational app markets are predicted to continue experiencing growth into the foreseeable future. The irony, however, is that even with a booming market for educational apps, very little research regarding the quality of them has been conducted. Though some instruments have been developed to evaluate apps geared towards student learning, no such instrument has been created for teacher resource apps, which are designed to assist teachers in completing common tasks (e.g., taking attendance, communicating with parents, monitoring student learning and behavior, etc.). Moreover, when teachers visit the App Store or Google Play to learn about apps, the only ratings provided to them are generic, five-point evaluations, which do not provide qualifiers that explain why an app earned three, two, or five points. To address that gap, previously conducted research related to designing instructional technologies coupled with best practices for supporting teachers were first identified. That information was then used to construct a comprehensive rubric for assessing teacher re-source apps. In this article, a discussion that explains the need for such a rubric is offered before describing the process used to create it. The article then presents the rubric and discusses its different components and potential limitations and concludes with suggestions for future research based on the rubric.
Predicting the Probability for Faculty Adopting an Audience Response System in Higher Education
Authors: Fung Ivan Chan Tan , Borja Marianne , Welch Brett , Ellen Batiuk Mary
Published: October 2017

Instructional technologies can be effective tools to foster student engagement, but university faculty may be reluctant to integrate innovative and evidence-based modern learning technologies into instruction. Based on Rogers’ diffusion of innovation theory, this quantitative, nonexperimental, one-shot cross-sectional survey determined what attributes of innovation (relative advantage, compatibility, complexity, trialability, and observability) predict the probability of faculty adopting the audience response system (ARS) into instruction. The sample of the study consisted of 201 faculty at a university in the southeastern United States. Binary logistic regression analysis was used to determine the attributes of innovation that predict the probability of faculty adopting the ARS into instruction. Out of the five attributes, compatibility and trialability made significant contributions to the model. The implication of the findings is that, in order to maximize adoption, the faculty needs to be given the opportunity to pre-test the ARS prior to implementation, and they need to know how the technology will assist them in achieving their pedagogical goals. Recommendations were made to leverage these attributes to foster faculty adoption of the ARS into instruction.
A Doctoral Seminar in Qualitative Research Methods: Lessons Learned
Authors: Franco Suzanne
Published: October 2017

New qualitative research methods continue to emerge in response to factors such as renewed interest in mixed methods, better understanding of the importance of a researcher’s philosophical stance, as well as the increased use of technology in data collection and analysis, to name a few. As a result, those facilitating research methods courses must revisit content and instructional strategies in order to prepare well-informed researchers. Approaches range from paradigm to pragmatic emphasis. This descriptive case study of a doctoral seminar for novice qualitative researchers describes the intricacies of the syllabus of a pragmatic approach in a constructivist/social constructionist learning environment. The purpose was to document the delivery and faculty/student interactions and reactions. Noteworthy were the contradictions and frustrations in the delivery as well as in student experiences. In the end, student input led to seminal learning experiences. The confirmation of the effectiveness of a constructivist/social constructivist learning environment is applicable to higher education pedagogy in general.
A Multi-task Principal Agent Model for Knowledge Contribution of Enterprise Staff
Authors: LE Chengyi
Published: October 2017

According to the different behavior characteristics of knowledge contribution of enterprise employees, a multi-task principal-agent relationship of knowledge contribution between enterprise and employees is established based on principal-agent theory, analyzing staff’s knowledge contribution behavior of knowledge creation and knowledge participation. Based on this, a multi-task principal agent model for knowledge contribution of enterprise staff is developed to formulate the asymmetry of information in knowledge contribution Then, a set of incentive measures are derived from the theoretic model, aiming to prompt the knowledge contribution in enterprise. The result shows that staff’s knowledge creation behavior and positive participation behavior can influence and further promote each other Enterprise should set up respective target levels of both knowledge creation contribution and knowledge participation contribution and make them irreplaceable to each other. This work contributes primarily to the development of the literature on knowledge management and principal-agent theory. In addition, the applicability of the findings will be improved by further empirical analysis.
Digital Learning in Schools: Conceptualizing the Challenges and Influences on Teacher Practice
Authors: N Blundell Christopher , Lee Kar-Tin , Nykvist Shaun
Published: October 2017

Digital technologies are an important requirement for curriculum expectations, including general ICT capability and STEM education. These technologies are also positioned as mechanisms for educational reform via transformation of teacher practice. It seems, however, that wide-scale transformation of teacher practice and digital learning remain unrealized. This is commonly attributed to a range of challenges associated with extrinsic and intrinsic influences, which while acknowledged, are not well conceptualized. Using evidence from a case study of teachers working to transform their practice with digital technologies, this paper presents a tri-theory framework that was used to conceptualize these challenges. Activity Theory provided a mechanism for teachers to identify extrinsic influences in activity systems then contextualize and reduce the perceived significance of challenging contradictions. System 1 and System 2 Thinking Theory was used by the teachers to explore the role of routine, attitudes, and beliefs in their practice and con-ceptualize discomfort associated with changes in practice. Transformative Learning Theory is presented as a mechanism to explain the interaction between extrinsic and intrinsic influences during the teachers’ collaborative attempts to consciously transform their practice. As a common language for discourse, the tri-theory framework allowed the teachers to collaboratively contextualize challenges of realizing digital learning.
Does Usability Matter? An Analysis of the Impact of Usability on Technology Acceptance in ERP Settings
Authors: M Scholtz Brenda , Mahmud Imran , T. Ramayah
Published: October 2017

Though the field of management information systems, as a sector and a discipline, is the inventor of many guidelines and models, it appears to be a slow runner on practical implications of interface usability. This usability can influence end users’ attitude and behavior to use IT. The purpose of this paper was to examine the interface usability of a popular Enterprise Resource Planning (ERP) software system, SAP, and to identify related issues and implications to the Technology Acceptance Model (TAM). A survey was conducted of 112 SAP ERP users from an organization in the heavy metal industry in Bangladesh. The partial least squares technique was used to analyze the survey data. The survey findings empirically confirmed that interface usability has a significant impact on users’ perceptions of usefulness and ease of use which ultimately affects attitudes and intention to use the ERP software. The research model extends the TAM by incorporating three criteria of interface usability. It is the first known study to investigate usability criteria as an extension of TAM.
CYBER INSURANCE AT USF
Authors: Agrawal Manish , Shivendu Shivendu
Published: October 2017

Does it make sense for the University of South Florida to acquire cyber insurance? This case study explores the issues involved and the nature of the cyber insurance product.
DO THE CLOUDS REALLY HAVE LIMITS?
Authors: Collier Shane
Published: October 2017

A small consulting business has the opportunity to work with a new age company interested in moving its proprietary psychological software to the cloud. But if the security of that software is compromised, it could seriously damage the client. Should he proceed?
Barriers to Technology use in Large and Small School Districts
Authors: M Francom Gregory
Published: October 2017

Barriers to effective technology integration come in several different categories, including access to technology tools and resources, technology training and support, administrative support, time to plan and prepare for technology integration, and beliefs about the importance and usefulness of technology tools and resources. This study used survey research to compare reported barriers to technology use in smaller school districts and communities to those in larger school districts and communities. This study also sought to determine other district and classroom factors that could influence barriers to technology integration. The population for this study was current public K-12 teachers in a rural North Midwestern state. Findings indicated that teachers in smaller districts and communities reported more access to technology tools and resources and higher administrative support for the use of technology than did teachers in larger districts and communities. By contrast, teachers in larger districts and communities reported higher time to plan and prepare for technology integration.
Doctoral Dissertation Topics in Education: Do They Align with Critical Issues?
Authors: K. Weber Roberta , J Allen Ethan
Published: October 2017

American society faces complex educational issues which impact many facets of its national interests. Institutions of higher education are granting doctoral degrees to educational leaders, but it is not known to what extent their dissertation topics are aligned with both longstanding and critical issues in education. Using a theoretical framework synthesizing Paul and Elder’s critical thinking model and Kuhlthau’s information seeking process, this study examines a set of education doctoral dissertation topical selections and categorizes them by general themes in relationship to many of the recognized educational issues in the United States.

Investigators categorized dissertations from four departments within the College of Education of their home institution. The dataset, retrieved from ProQuest Dissertations and Theses Global, consisted of 231 documents published between 2005 and 2014. Through an inter-rater process examining dissertation titles, abstracts, and keywords, the dissertations were assigned critical issue themes culled from nine editions of a college text, and then categorized under a broader topical scheme situated within a well-used educational research website. Findings indicated that most dissertations concentrated in studies that researched problems and issues within schools. Further, some of the issues considered longstanding were not studied by dissertation authors within the sample. For example, privatization of schools and classroom discipline and justice were not selected for study. Findings also suggest new directions for those responsible for dissertation supervision and topic selection. The study adds to the literature on dissertation topic selection that addresses existing educational issues.
CAPTCHA: Impact on User Experience of Users with Learning Disabilities
Authors: Gafni Ruti , Nagar Idan
Published: October 2017

CAPTCHA is one of the most common solutions to check if the user trying to enter a Website is a real person or an automated piece of software. This challenge-response test, implemented in many Internet Websites, emphasizes the gaps between accessibility and security on the Internet, as it poses an obstacle for the learning-impaired in the reading and comprehension of what is presented in the test. Various types of CAPTCHA tests have been developed in order to address accessibility and security issues. The objective of this study is to investigate how the differences between various CAPTCHA tests affect user experience among populations with and without learning disabilities. A questionnaire accompanied by experiencing five different tests was administered to 212 users, 60 of them with learning disabilities. Response rates for each test and levels of success were collected automatically. Findings suggest that users with learning disabilities have more difficulties in solving the tests, especially those with distorted texts, have more negative attitudes towards the CAPTCHA tests, but the response time has no statistical difference from users without learning disabilities. These insights can help to develop and implement solutions suitable for many users and especially for population with learning disabilities.
Up and Down: Trends in Students’ Perceptions about Learning in a 1:1 Laptop Model – A Longitudinal Study
Authors: Berger-Tikochinski Tal , Zion Michal , Spektor-Levy Ornit
Published: October 2017

This is a five-year study conducted with junior high school students studying in a 1:1-laptop program in order to test the effects of the program on various measures related to the students: their attitudes, motivation, perceived school norms, self-efficacy, and behavioral intention towards learning with laptops, according to the Theory of Planned Behavior (TPB).
These variables were tested at two dimensions: ‘duration of learning’ – the effect of learning in the program on the same students; ‘duration of program in school’ – the effect of the program on different students in different school years. Participants (N=770) answered a questionnaire structured according to motivational and TPB variables.
Findings show that attitudes changed over time, but differently for each dimension. For the ‘duration of learning’, attitudes declined between 7th to 9th grade. Structural equation modeling analysis showed that students’ attitudes and self-efficacy explain part of their intention to learn with laptops, therefore ways of maintaining positive attitudes, self-efficacy, and strengthening school norms should be considered. However, for the ‘duration of program in school’, students’ attitudes increased over the years: The attitudes of students who started the program at a later stage were more positive than those who began earlier.
This may indicate that students who experience the program at an advanced stage are better prepared, with more realistic expectations. Findings can assist teacher trainers and policymakers with the implementation of similar programs.
Misfits Between Doctoral Students and Their Supervisors: (How) Are They Regulated?
Authors: Devos Christelle , Boudrenghien Gentiane , Van der Linden Nicolas , Frenay Mariane , Azzi Assaad , Galand Benoit , Klein Olivier
Published: October 2017

The purpose of the present study is to explore the “misfits” occurring between doctoral students and their supervisors. More precisely, we investigate the types of incongruences that occur, whether and how they are regulated and their consequences on students’ outcomes. Qualitative interviews were conducted with 21 former PhD students (8 completers and 13 non-completers). Results show that, when facing a misfit, PhD students either (1) learn to live with it and/or turn to alternate resources, (2) suffer from it without being able to address the problem with their supervisor, (3) address the issue with their supervisor and try to solve it in various ways, or (4) are unable to address the issue because it reached a point of no return. Further, types of misfit regulation are likely to have an influence on students’ motivation and engagement. These results are discussed in the light of person-environment fit, coping, emotional regulation, and conflict management frameworks.
Impact of Collaborative Work on Technology Acceptance: A Case Study from Virtual Computing
Authors: Konak Abdullah , Kulturel-Konak Sadan , Nasereddin Mahdi , R.  Bartolacci Michael
Published: October 2017

Aim/Purpose This paper utilizes the Technology Acceptance Model (TAM) to examine the extent to which acceptance of Remote Virtual Computer Laboratories (RVCLs) is affected by students’ technological backgrounds and the role of collaborative work.

Background RVCLs are widely used in information technology and cyber security education to provide students with hands-on experimentation. However, students may not exploit their full benefits if they do not accept RVCLs as a viable educational technology.

Methodology In order to study the impact of collaborative work on technology acceptance, an empirical study was conducted using collaborative and individual versions of an introductory level computer networking exercise in an RVCL. Trials for the empirical study included students from technology intensive and non-technology intensive programs.

Contribution The relationship between the technological background of students and their acceptance of an RVCL and the effect of collaborative work on this relationship were explored for the first time in the literature.
Findings The findings of the study supported that collaborative work could improve non-technology students’ acceptance of RVCLs. However, no significant effect of collaborative work on technology acceptance was observed in the case of technology students.

Recommendations
for Practitioners Educators should consider the benefits of collaborative work while introducing a new technology to students who may not have background in the technology introduced.

Recommendation
for Researchers In this study, student technological background was found to be a significant factor for technology acceptance; hence, it is recommended that technological background is included in TAM studies as an external factor.

Future Research Repeating similar studies with multiple exercises with varying degrees of challenge is required for a better understanding of how collaborative work and student technological background affect technology acceptance.
Learning by Doing: Twenty Successful Active Learning Exercises for Information Systems Courses
Authors: Mitchell Alanah , Petter Stacie , Harris Al
Published: October 2017

Aim/Purpose: This paper provides a review of previously published work related to active learning in information systems (IS) courses.

Background: There are a rising number of strategies in higher education that offer promise in regards to getting students’ attention and helping them learn, such as flipped classrooms and offering courses online. These learning strategies are part of the pedagogical technique known as active learning. Active learning is a strategy that became popular in the early 1990s and has proven itself as a valid tool for helping students to be engaged with learning.

Methodology: This work follows a systematic method for identifying and coding previous research based on an aspect of interest. The authors identified and assessed research through a search of ABI/Inform scholarly journal abstracts and keywords, as well as additional research databases, using the search terms “active learning” and “information systems” from 2000 through June 2016.

Contribution: This synthesis of active learning exercises provides guidance for information technology faculty looking to implement active learning strategies in their classroom by demonstrating how IS faculty might begin to introduce more active learning techniques in their teaching as well as by presenting a sample teaching agenda for a class that uses a mix of active and passive learning techniques to engage student learning.

Findings: Twenty successful types of active learning exercises in IS courses are presented.

Recommendations for Practitioners : This paper offers a “how to” resource of successful active learning strategies for IS faculty interested in implementing active learning in the classroom.

Recommendation for Researchers: This work provides an example of a systematic literature review as a means to assess successful implementations of active learning in IS.

Impact on Society: An updated definition of active learning is presented as well as a meaningful list of exercises that encourage active learning both inside and outside of the IS classroom.

Future Research: In relation to future research, this study highlights a number of opportunities for IS faculty in regards to new active learning activities or trends to study further.
Pre-Service Teachers’ Intention to Use MUVEs as Practitioners – A Structural Equation Modeling Approach
Authors: Fokides Emmanuel
Published: October 2017

Aim/Purpose: The study examines the effectiveness of university courses in shaping pre-service teachers’ intention to use 3D multi-user virtual environments (MUVEs) when they become practicing teachers.

Background: Four variables (perceived usefulness, perceived ease of use, self-efficacy, and attitude toward use), as well as behavioral intention to use MUVEs, were used to build a research model that extended the Technology Acceptance Model, and structural equation modeling was used for parameter estimation and model testing.

Methodology: Self-reported data was gathered from 325 pre-service teachers studying at the Department of Primary School Education at the University of the Aegean in Greece.

Contribution: The study demonstrated the applicability of the TAM as a model that can adequately explain pre-service teachers’ intention to use MUVEs as practicing teachers.

Findings: Results analyses revealed a good model fit and, overall, 64% of the variance in behavioral intention was explained. Perceived usefulness and perceived ease of use were the most influential factors.

Recommendations for Practitioners: In order to increase the odds of a successful use of MUVEs in educational settings, institutions need to address specific organizational factors that will positively influence pre-service teachers’ intentions to use them and provide experiences relevant to that technology. Also, more emphasis is needed on the usability of MUVEs.
HOW TO GROW REVENUES IN AN UNCERTAIN WORLD?
Authors: W Hammond Robert
Published: October 2017

Should Syniverse, a company whose principal business involved routing text messages between telecom carriers, re-think its business? Rob Hammond, product executive for enterprise products, wonders if he focus the company on the products it knew, expanding the existing text messaging business into high growth mobile markets, or should he invest in expanding the new product of enabling mobile for business applications?
THESE MODELS NEED ENTERPRISE DATA MANAGEMENT!
Authors: Hoecker Jay , Bernal Debbie , Brito Alex , Ergonen Arda , Stiftinger Richard
Published: October 2017

The current data management systems for the life cycle of scientific models needed an upgrade. What technology platform offered the best option for an Enterprise Data Management system?
Ransomware: A Research and a Personal Case Study of Dealing with this Nasty Malware
Authors: Ali Azad
Published: October 2017

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology]

Aim/Purpose: Share research finding about ransomware, depict the ransomware work in a format that commonly used by researchers and practitioners and illustrate personal case experience in dealing with ransomware.

Background: Author was hit with Ransomware, suffered a lot from it, and did a lot of research about this topic. Author wants to share findings in his research and his experience in dealing with the aftermath of being hit with ransomware.

Methodology: Case study. Applying the literature review for a personal case study.

Contribution: More knowledge and awareness about ransomware, how it attacks peoples’ computers, and how well informed users can be hit with this malware.

Findings: Even advanced computer users can be hit and suffer from Ransomware attacks. Awareness is very helpful. In addition, this study drew in chart format what is termed “The Ransomware Process”, depicting in chart format the steps that ransomware hits users and collects ransom.

Recommendations for Practitioners : Study reiterates other recommendations made for dealing with ransomware attacks but puts them in personal context for more effective awareness about this malware.

Recommendation for Researchers: This study lays the foundation for additional research to find solutions to the ransomware problem. IT researchers are aware of chart representations to depict cycles (like SDLC). This paper puts the problem in similar representation to show the work of ransomware.

Impact on Society: Society will be better informed about ransomware. Through combining research, illustrating personal experience, and graphically representing the work of ransomware, society at large will be better informed about the risk of this malware.

Future Research: Research into solutions for this problem and how to apply them to personal cases
Browser App Approach: Can It Be an Answer to the Challenges in Cross-Platform App Development?
Authors: Q. Huynh Minh , Ghimire Prashant
Published: October 2017

Aim/Purpose: As smartphones proliferate, many different platforms begin to emerge. The challenge to developers as well as IS educators and students is how to learn the skills to design and develop apps to run on cross-platforms.

Background: For developers, the purpose of this paper is to describe an alternative to the complex native app development. For IS educators and students, the paper provides a feasible way to learn and develop fully functional mobile apps without technical burdens.

Methodology: The methods used in the development of browser-based apps is prototyping. Our proposed approach is browser-based, supports cross-platforms, uses open-source standards, and takes advantage of “write-once-and-run-anywhere” (WORA) concept.

Contribution: The paper illustrates the application of the browser-based approach to create a series of browser apps without high learning curve.

Findings: The results show the potentials for using browser app approach to teach as well as to create new apps.

Recommendations for Practitioners : Our proposed browser app development approach and example would be useful to mobile app developers/IS educators and non-technical students because the source code as well as documentations in this project are available for downloading.

Future Research: For further work, we discuss the use of hybrid development framework to enhance browser apps.
Fitness, Extrinsic Complexity and Informing Science
Authors: Gill Grandon , Mullarkey Matthew
Published: October 2017

Aim/Purpose
We establish a conceptually rigorous definition for the widely used but loosely defined term “fitness”. We then tie this definition to complexity, highlighting a number of important implications for the informing science transdiscipline.

Background
As informing science increasingly incorporates concepts of fitness and complexity in its research stream, rigorous discussion and definition of both terms is essential to effective communication.

Methodology
Our analysis consists principally of a synthesis of past work in the informing science field that incorporates concepts from evolutionary biology, economics and management.

Contribution
We provide a rigorous approach to defining fitness and introduce the construct “extrinsic complexity”, as a measure of the amount of information required to predict fitness, to more fully differentiate this form of complexity from other complexity constructs. We draw a number of conclusions regarding how behaviors under low and high extrinsic complexity will differ.

Findings
High extrinsic complexity environments are likely to produce behaviors that include resistance to change, imitation, turbulence and inequality.

Recommendations for Practitioners
As extrinsic complexity grows, effective search for problem solutions will increasingly dominate employing recommended solutions of “best practices”.

Recommendation for Researchers
As extrinsic complexity grows, research tools that rely on decomposing individual effects and hypothesis testing become increasingly unreliable.

Impact on Society
We raise concerns about society’s continuing investment in academic research that discounts the extrinsic complexity of the domains under study.

Future Research
We highlight a need for research to operationalize the concepts of fitness and complexity in practice.
Factors Affecting Social Network Use by Students in Indonesia
Authors: Kristianto Budhi
Published: October 2017

Background: Although Indonesia is one of the world’s most populated countries with a high penetration of internet usage there has been little research on SNS usage in Indonesia, especially involving children. Instead, SNS research in Indonesia has focused on university students and political, marketing, and disaster mitigation issues.

Aim/Purpose: In order to address this gap a theoretical model is formulated from a review of previous studies incorporating basic constructs found in the Technology Acceptance Model (Perceived Usefulness, Perceived Ease of Use, and Attitude) as well as other influences, motivations, and individual characteristics that affect a child’s attitude toward the use of SNS.

Methodology : The model is evaluated and developed using data collected from 460 children in primary school grades 4, 5, and 6 in five cities in Indonesia. The statistical techniques implemented with SPSS and Amos computer software (t-tests, correlation coefficients, principal component factor analysis, Cronbach alpha coefficients, and structural equation modeling (SEM) analysis).

Findings: The results confirm many of the effects on a child’s attitude toward SNS reported in previous studies due to: the usefulness and ease of use of SNS; parental influence; feelings of flow experience and risk; and the child’s level of access, technical expertise, and experience with SNS. New findings include significant correlations and causal effects involving: the influences of peers and parents; the child’s level of technical expertise; and feelings of flow experience.

Contribution: Despite limitations related to sampling and the administration of a questionnaire among young children, the findings contribute to theory as well as practice and provide guidance on effective ways to improve children’s attitudes towards the use of SNS.
Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools
Authors: D McDonald Scott
Published: October 2017

[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)]

Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem.

Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and game-playing is one method of enhancing this through an interactive teaching method.

Methodology: Three classes of Vietnamese high school students engaged in the Coffee Shop game. The method seeks outcome measurements through the use of analysis of multiple surveys to assess and interpret if critical thinking may have been improved.

Contribution: The study may help to understand the importance of problem-solving in the context of an entrepreneurial setting and add to the variation of methods used to deliver the lesson to students in the classroom.

Findings: The findings show that practicing problem-solving scenarios with a focus on critical thinking in a time limited setting results in a measured improvement of this skill.

Recommendations for Practitioners : The findings suggest that educators could use games more as tools for problem-solving to contribute to their students’ learning outcomes around developing critical thinking.

Recommendation for Researchers: More research could be devoted to developing problem-solving and critical thinking skills through game-play models.

Impact on Society: Improved critical thinking skills in individuals could make a greater contribution to society.

Future Research: A comparative study between different high school grades and genders as well as between different countries or cultures.
A Proposed Framework to Understand the Intrinsic Motivation Factors on University Students’ Behavioral Intention to Use a Mobile Application for Learning
Authors: H. Shroff Ronnie , J Keyes Christopher
Published: October 2017

Aim/Purpose: By integrating a motivational perspective into the Technology Acceptance Model, the goal of this study is to empirically test the causal relationship of intrinsic motivational factors on students’ behavioral intention to use (BIU) a mobile application for learning.

Background: Although the Technology Acceptance Model is a significant model, it largely remains incomplete as it does not take into consideration the motivation factors and/or outside influences in the adoption of new technology.

Methodology: A Mobile Application Motivation Instrument (MAMI) was developed from a comprehensive review of literature on intrinsic motivation and verified using a formalized card sorting procedure. Four intrinsic motivation scales were developed: perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT). Consequently, a scale to assess students’ behavioral intention (BIU) to use mobile applications was developed using existing scales from prior TAM instruments.

Contribution: Incorporating the motivational factors into TAM may provide better explanation and prediction of student acceptance and usage of mobile applications. A potential contribution of this study is the development of a reliable and valid instrument that could be further used by a growing community of researchers, instructional designers, and instructors.

Findings: Data were collected from 193 participants to test the causal relationship of perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT) on students’ behavioral intention to use (BIU) a mobile application, using a structural equation modeling approach. The structural path model indicated that perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT) had a significant influence on students’ behavioral intention to use (BIU) a mobile application for learning. Implications of this study are important for researchers and educational practitioners.

Future Research: One environmental dimension, understudied but with likely implications for intrinsic motivation, is the social environment.
Can Learners Become Teachers? Evaluating the Merits of Student Generated Content and Peer Assessment
Authors: E Murray David , J. McGill Tanya , Thompson Nik , Toohey Danny
Published: October 2017

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology]

Aim/Purpose : The aim of this project was to explore student perceptions of the value of both the creation of video content and exposure to other students’ work though peer assessment and inclusion of exemplars as unit materia

Background: The research was in a first year information technology flipped-learning unit, where the assessment involved students developing video presentations that were peer assessed and exemplars incorporated into the unit as teaching material.

Methodology : Data was gathered using a mixed methods approach using an online questionnaire followed by semi-structured interviews with a selection of questionnaire respondents. The interviews were designed to further explore issues identified from the analysis of the questionnaire data.

Contribution: Informs on student perceptions of peer review and the integration of student generated content into University teaching.

Findings: Most students enjoyed the video assessment (58%) with many preferring it to a written or programming task (55-58%). In the subsequent peer assessment, many liked seeing the work of others (67%) and found the approach engaging (63%) yet some other perceptions were mixed or neutral.

Recommendations for Practitioners : University IT students generally enjoyed and perceived peer assessment and found student generated content to be valuable.

Recommendation for Researchers : Further investigation of peer review and student generated content in contexts where the student cohort represents a variety of cultures and age categories

Impact on Society: Contributes to a body of knowledge regarding peer assessment and student generated educational materials.

Future Research: Future work is needed to better understand this domain, in particular the role of learners’ individual differences in order to successfully integrate these approaches into modern learning environments.
The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media
Authors: Cohen Zilka Gila
Published: October 2017

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology]

Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.

Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks.

Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings.

Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age.

Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point.

Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program.

Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective.

Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.”

Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
The Impact of e-Skills on the Settlement of Iranian Refugees in Australia
Authors: Shariati Saeed , Armarego Jocelyn , Sudweeks Fay
Published: October 2017

Aim/Purpose: The research investigates the impact of Information and Communication Technologies (ICT) on Iranian refugees’ settlement in Australia.

Background: The study identifies the issues of settlement, such as language, cultural and social differences.

Methodology: The Multi-Sited Ethnography (MSE), which is a qualitative methodology, has been used with a thematic analysis drawing on a series of semi-structured interviews with two groups of participants (51 Iranian refugees and 55 people with a role in assisting refugees).

Contribution: The research findings may enable the creation of a model for use by the Aus-tralian Government with Iranian refugees.

Findings: The findings show the vital role ICT play in refugees’ ongoing day-to-day life towards settlement.

Recommendations for Practitioners: The results from this paper could be generalised to other groups of refugees in Australia and also could be used for Iranian refugees in other countries.

Recommendation for Researchers: Researchers may use a similar study for refugees of different backgrounds in Australia and around the world.

Impact on Society: ICT may assist refugees to become less isolated, less marginalized and part of mainstream society.

Future Research: Future research could look into the digital divide between refugees in Australia and main stream Australians.