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Teaching Tip: Simulated Interface for Management and Collaborative Decision Systems: A Computer-Based Supply Chain Application for Teaching Information Transparency
No full textThis teaching tip presents the Simulated Interface for Management and Collaborative Decision Systems (SIMCDS), an Excel-based simulation designed to teach the role of information transparency in strategic supply chain decision-making. In the activity, students assume the roles of Manufacturer, Distributor, and Retailer, managing inventory decisions under both limited and full information-sharing conditions. The simulation illustrates how transparency affects service levels, costs, and overall system coordination. Implemented in an undergraduate strategic management course, SIMCDS was associated with measurable increases in students’ self-reported understanding of data-driven collaboration and inter-node decision-making. By combining active learning with realistic supply chain dynamics, the tool reinforces key operational concepts and aids experiential exploration of transparency’s strategic value
Investigating Effects of Telepresence and Social Presence in Online Courses
No full textWhile online learning has become a pivotal component of higher education, little research attention has been paid to understanding and dealing with the challenges of online learning. In this study, we aim to better understand the impact of communication technology on online learning in terms of telepresence and social presence, noting in particular that telepresence is unique to online learning environments and absent in face-to-face settings. This study proposes a research model to explore how interactive communication technology can drive telepresence and social presence and how those presences are associated with engagement and satisfaction in online learning. Data were collected from online business analytics courses in which interactive communication technology was required for class communication and collaboration. Results show that telepresence and social presence, driven by interactive communication technology, significantly impact engagement and satisfaction in online learning, and the effects of telepresence are fully mediated by social presence. The study also reveals that gender moderates the relationship between telepresence and social presence. These findings contribute to the literature by identifying telepresence and social presence as key factors for improving online learning experiences and outcomes
Teaching Information Overload: Learnings from a Student-led Perspective
Full text linkInformation overload is a common phenomenon experienced by IS professionals. An important and complex challenge for educators is building graduate capacity for dealing with information overload. This paper presents a five-week teaching program that tailors content and assessments for students to experience information overload and reflect on their coping strategies. Insights from an analysis of 109 student reflections confirmed this teaching program helps students develop and improve their information overload management skills. The paper concludes with a teaching and assessment guide for creating a similar teaching program that uniquely integrates the explicit instruction of stress-coping strategies
Students’ Perceptions of Educational Tool Use in a Blended Learning Environment: An Activity Theory Perspective
Full text linkThis exploration of students’ perceptions of educational tools within blended learning environments is framed by the third generation of Activity Theory (AT), which highlights systemic contradictions. This study explores the manifestation of these contradictions in the effectiveness and integration of educational tools. Drawing on qualitative data from interviews and observations in a tertiary education setting, the analysis identifies fundamental contradictions between student engagement and tool use, the alignment of educational tools with student needs, and the congruence between lecturer expectations and student performance. Findings underscore the necessity for adaptable educational tools that can meet diverse student needs, as well as the critical role of lecturer engagement on digital platforms to enhance student interaction. This research enriches the theoretical application of AT in educational settings and provides practical insights for enhancing blended learning environments
Understanding the Ethics of Generative AI: Established and New Ethical Principles
Full text linkThis scoping review develops a conceptual synthesis of the ethics principles of generative artificial intelligence (GenAI) and large language models (LLMs). In regard to the emerging literature on GenAI, we explore 1) how established AI ethics principles are presented and 2) what new ethical principles have surfaced. The results indicate that established ethical principles continue to be relevant for GenAI systems but their salience and interpretation may shift, and that there is a need to recognize new principles in these systems. We identify six GenAI ethics principles: 1) respect for intellectual property, 2) truthfulness, 3) robustness, 4) recognition of malicious uses, 5) sociocultural responsibility, and 6) human-centric design. Addressing the challenge of satisfying multiple principles simultaneously, we suggest three meta-principles: categorizing and ranking principles to distinguish fundamental from supporting ones, mapping contradictions between principle pairs to understand their nature, and implementing continuous monitoring of fundamental principles due to the evolving nature of GenAI systems and their applications. To conclude, we suggest increased research emphasis on complementary ethics approaches to principlism, ethical tensions between different ethical viewpoints, end-user perspectives on the explainability and understanding of GenAI, and the salience of ethics principles to various GenAI stakeholders
Experience Curves in Reward-Based Crowdfunding: An Empirical Study of Serial Creators
Full text linkPrevious studies have reported a linear relationship between creator experience and crowdfunding success. However, creator experience does not guarantee a high likelihood of crowdfunding success. Drawing from experience curve theory and entrepreneurial learning research, this study investigates experience curves in reward-based crowdfunding by focusing on the characteristics of creators’ prior campaign experience. We argue that the positive experience-performance relationship applies only to veteran serial creators, while novice serial creators cannot effectively apply their experiential knowledge to new projects. We further posit that two cross-project characteristics (interproject diversity and interproject interval) moderate the shape of the experience curve. Using a dataset of 6,469 projects initiated by 2,452 serial creators from Indiegogo, we found that creator experience has a U-shaped relationship with crowdfunding success and that this curve is flattened by interproject diversity and interproject interval. Our work provides both theoretical and practical implications for crowdfunding
FashionTech: How AI Addresses “Bracketing” Purchase Behaviour
Full text linkThe fashion industry is characterised by rapidly evolving consumer preferences and complex practices. One of the most pressing challenges in this sector is managing product returns, in particular due to consumers\u27 bracketing behaviour, with nearly one-third of all clothing purchases being sent back—often leading to waste rather than resale. This teaching case explores how artificial intelligence (AI) is being leveraged to address this issue, drawing on real-world examples from both fashion technology providers and brand suppliers. By examining AI-driven solutions in fashion retail, students will gain insights into industry practices and develop business analytical skills to assess the impact of AI on operational efficiency, sustainability, and consumer experience
When AI Praises a Product: The Effects of AI Anthropomorphism on Risk Perception
No full textCompanies increasingly use anthropomorphic AI, such as digital humans, primarily to deliver product information and enhance customer service experiences. Despite their growing prevalence, a significant gap exists in understanding how these AI agents, which function as marketing agents, influence consumer risk perceptions. This study aims to bridge this gap by employing social presence theory and mind perception theory to investigate consumer risk perception of anthropomorphic AI agents that deliver product information of varying valences. The research findings will offer practical guidance for companies on optimizing the deployment of AI agents. Furthermore, the study will enhance our understanding of AI anthropomorphism by detailing how consumers attribute intentions to AI, which can inform future AI design and ethical guidelines
Automation Anxiety and Discursive Closures in Online Data Science Communities
No full textGenerative artificial intelligence is causing automation anxiety (AA) amongst some workers. One way to cope with that emotion is through discourse. This research examines AA conversations using a Netnographic study of Reddit data science community We develop a research model that (1) identifies how AA emerges and is appraised by affected individuals, (2) uncovers the discursive mechanisms—particularly discursive closures—that shape community responses to these expressions, and (3) explains how these interactions lead to discursive stagnation, preventing the development of shared understanding or adaptation strategies. Our model reveals that AA is not experienced equally: less active community members are more likely to be dismissed, reinforcing their marginal status. This creates a cycle of exclusion, where concerns remain unaddressed and dominant perspectives are amplified. We contribute to the scholarly conversation on AA and the future of work by demonstrating how these internal community dynamics hinder meaningful dialogue and collective adaptation
Personalization vs. Privacy: Understanding Consumer Responses to Personalized Mobile Pop-Up Ads
No full textThis study investigates the effects of different levels of personalization in mobile pop-up ads—non-personalized, low-personalization, and high-personalization—on consumer attention, ad attitude, ad recall, and purchase intention. It also explores the moderating role of privacy concerns. Drawing on the AIDA model as the overarching theoretical framework, and integrating theories such as the limited capacity model, and privacy calculus, the study employs a laboratory experiment using eye-tracking technology. Results indicate that only high-personalization ads significantly enhance attention, and that ad attention positively influences ad attitude and ad recall, which in turn affect purchase intention. Privacy concerns partially moderate these relationships. Theoretical and practical implications are discussed