Gamifying an ICT course

This systematic review has analyzed 53 studies that assessed and compared peoples’ self-reported and demonstrated information literacy skills. The objective was to collect empirical evidence on the existence of Dunning-Kruger Effect in the area of information literacy. The findings clearly show that this theory works in this area. It is concluded that there is no calibration in peoples’ perceived and actual IL skills. In most of the cases, low-performers overestimate their skills in self-assessments. The findings have theoretical and practical implications for librarians and IL educators.

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Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect

Creating an integrative research framework that extends a model frequently used in the Information Systems field, the Technology Acceptance Model, together with variables used in the Education field, this empirical study investigates the factors influencing student performance as reflected by their final course grade. The Technology Acceptance Model explains computer acceptance in general terms. The model measures the impact of external variables on internal beliefs, attitudes, and intentions. Perceived Usefulness and Perceived Ease of Use, two main constructs in the model, refer to an individual’s perception of how the adoption of a new technology will increase their efficiency, and the individual’s perception of how easy the technology will be to use. The lower the perceived effort is, the easier the technology will be to adopt. Thus, Perceived Usefulness, Perceived Ease of Use, Computer Self-Efficacy, and Computer Anxiety were measured to determine their effect on student performance. The proliferation of the personal computer was possible because of the applications written for it. The continuous creation of new applications has created ample ground to test the Technology Acceptance Model to determine how a user will decide to adopt such applications. The recent escalation of delivering online education via the Internet has again sparked a new dimension of information systems. This has given rise to research using the Technology Acceptance Model for applications in the Education field. Today’s modern classroom, whether online or campus-based, uses e-learning tools and Learning Management Systems that capture student cognition and engages them in the learning process via technology, while increasing their need for self-directedness. In view of this, the present study also considers the students’ ability to work independently. The results of the statistical analysis used in this study revealed marked differences in student perceptions of e-learning tools between students who chose to take an online course and students who preferred to take the campus-based section. Additionally, Perceived Usefulness, Perceived Ease of Use, and the students’ ability to work independently were all statistically significant factors in predicting students’ final grades.

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The Effect of Using E-Learning Tools in Online and Campus-based Classrooms on Student Performance

The development of digital information literacy (DIL) has been slow in comparison to changes in information communication technologies, and this remains an issue for the higher education sector. Competency in such skills is essential to full participation in society and work. In addition, these skills are regarded as underpinning the ability to maintain life long learning. Evidence suggests that simple exposure to technology is not sufficient to promote adequate levels of literacy.

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Developing Digital Information Literacy in Higher Education: Obstacles and Supports

Students entering universities in the 21st century have been described variously as digital natives, the millennial generation or the net generation. Considerable study has occurred around the world to determine the knowledge, skills, understanding and the purposes to which this group of individuals makes technology work for them. A number of researchers have begun to question some of the claims made for this group in terms of their ability to engage with and use technology for learning. To date there has been little information specific to the Asian learner and their use of technology. This paper begins with a description and analysis of a survey that examined the knowledge, skills and understanding of students entering first-year undergraduate studies at the University of Hong Kong. This description is followed by a discussion of the potential impact this has for the design of learning environments in higher education.

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"Digital Natives": An Asian Perspective for Using Learning Technologies.

In this technology intensive society, most students are required to be proficient in computer skills to compete in today’s global job market. These computer skills usually consist of basic to advanced knowledge in word processing, presentation, and spreadsheet applications. In many U.S. states, students are required to demonstrate computer proficiency early in their educational experience by means of passing an assessment test. This research was conducted in North Carolina where all students must pass a computer/technology skills assessment test prior to completing twelfth grade. This study explored U.S. college students’ perceived mastery of their computer skills, evaluated their actual scores on a computer skills assessment, and compared the results to realign and enhance an introductory business computer applications course. T wo instruments were developed to accomplish the objectives for this research: a survey to capture students’ perceptions of their computer proficiency and a computer skills assessment to measure their actual performance. The assessment tool evaluated their knowledge of three computer application skills – word processing, presentation, and spreadsheet – with three levels of proficiency – basic, moderate, and advanced. The survey and assessment instruments were administered to over 200 business students in a medium sized, public university with a required introductory computer applications course. The findings of this study indicate some differences in the students’ perception of their word processing skills and actual performance, no difference in perception and performance for their presentation skills, and a significant difference in perception and performance for their spreadsheet skills. As a result of this research, the curriculum for the introductory course was redesigned to concentrate primarily on the substantial skill deficiency in spreadsheet skills while still allowing the students to demonstrate their level of proficiency in word processing and presentation skills through a mandatory online assessment test beginning in fall semester 2008. Any student who does not perform well on the word processing and presentation assessment will be required to obtain additional training to enhance these skills. These findings have important implications for two reasons: 1) schools with a similar profile can possibly replicate the realignment and enhancement of the business computer application course and 2) any school interested in comparing their students’ perception of their computer skill proficiency and actual performance on three different levels can apply a modified version of this study.

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A Comparison of Student Perceptions of Their Computer Skills to Their Actual Abilities.

Introduction The rapid changes in technology as well as the struggling economy demand that organizations efficiently utilize their resources in order to remain competitive. These constraints translate into an increasingly competitive and discriminating hiring process for recent college graduates (National Association of Colleges and Employers, 2009). A college graduate must possess more than the technical skills acquired through his or her degree program. "There is an increasing need for managerial and professional employees with a range of personal competencies that extend beyond the exhibition of technical expertise" (Brown & Scase, 1994, p. ix). The literature strongly suggests that many graduates with IS degrees lack soft skills (Bullen, Abraham, Gallagher, Simon, & Zwieg, 2009; Russell, Russell, & Tastle, 2005). These soft skills generally include, but are not limited to project management, teamwork, presentation and communication. Some universities have attempted to make curriculum changes to strengthen these skills through adding new courses or programs (Hanna & Sullivan, 2005; Russell et al., 2005; Seethamraju, 2007). Since many IS departments may not have the flexibility to expand their programs, there is a need to address these issues within their current curriculum. Education must go beyond the classroom in order to prepare students for today's job market. We introduce a pedagogical model that integrates "real" world projects with business partnerships and professional organizations in order to facilitate and reinforce technical, communication, presentation, teamwork and project management skills. Background IS Skills Gap The IS model curriculum (Davis, Gorgone, Couger, Feinstein, & Longenecker, 1997; Gorgone, Davis, Valacich, Topi, Feinstein, & Longenecker, 2003; Topi et al., 2010) has evolved over the years to recognize the changing nature of information systems. The curricula guides acknowledge each university's responsibility to adjust the model curriculum to meet the needs of its target job market. Matching skills learned to employer needs is widely accepted as a means to review and adjust the IS curriculum. In order to understand and properly align IS curriculum, researchers have studied the effect of the ever changing Information Technology (IT) industry and how it relates to the preparation of future IT workers. The concern that curriculums match industry needs has led to research that involves the in-depth study of business needs based on informal focus group discussions and follow up surveys of IT professionals (D. M. S. Lee, Trauth, & Farwell, 1995). D. M. S. Lee et al.'s (1995) study found that the lower-level IT jobs are rapidly disappearing and the requirements for IT professionals are becoming more demanding in multiple dimensions, particularly in the areas of business functional knowl edge and interpersonal/management skills. While new jobs require some technical competencies they also require the soft skills necessary to apply information technology to solve business problems. Other studies have also surveyed IT professionals to determine job-hiring expectations for either specific IT occupations or within a specific region in order to better map the IS curriculum with employers needs (Banerjee & Lin 2006; Downey, McMurtrey, & Zeltmann, 2008; Janicki, Kline, Gowan, & Konopaske, 2004; Janicki, Lenox, Logan, & Woratschek, 2008). All of these studies confirmed the findings of D. M. S. Lee et al. (1995). The consistent theme in the studies is the need to hire IT professionals that possess a blend of technical and soft skills. These soft skills include, but are not limited to, the ability to communicate, solve business problems and have some project management expertise (S. M. Lee & Lee, 2006). While many of these soft skills have been taught in the classroom, "learning techniques, beyond classroom activities, have been recognized as essential ingredients to enhance learning outcomes" (Kamoun & Selim, 2007, p. …

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Real World Project: Integrating the Classroom, External Business Partnerships and Professional Organizations

Information Systems Security as a specialized area of study has mostly been taught at the graduate level. This paper highlights the efforts of establishing an Information Systems (IS) Security track at the undergraduate level. As there were many unanswered questions and concerns regarding the Security curriculum, focus areas, the benefit of certifications, and limited experience of undergraduate students, we reviewed prior literature and conducted in depth semi-structured interviews of industry executives that are responsible for the security portfolio within their organizations. We present findings that can benefit not only our efforts but also other schools that plan to offer similar programs at an undergraduate level.

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Developing an Undergraduate Information Systems Security Track

In this paper, we examine career lifecycle models and recommend the (re)construction of an IT Career Lifecycle model to explore why the IT profession continues to struggle with the employment of under-represented groups, in general, and school-age young girls, in particular. The major contribution of this research is a holistic model developed to uncover pre-college, formative norms and perceptions of high school girls towards IT careers and the demands associated with thriving in the field. The ultimate objective is to use Stage 1 of an IT Career Lifecycle model (to develop information technology career recruitment and retention strategies to attract girls and minorities to the IT profession) while they are enrolled in primary education. By focusing on Stage 1 of the model, we present propositions regarding the perceptions of the IT field and provide future direction for model testing based on our initial findings using a convenient sample of 411 girls aged fourteen to seventeen. Lastly, while IS literature primarily focuses on career experiences of working professionals, our work shifts the discourse to lend itself to the investigation of the more influential years associated with K-12.

Career staging for girls moving toward (away) from computing careers

Twenty-nine rising high school 12 th grade students participated in a 4-week summer program designed to increase their interest in science and technology. The program was a blend of hands-on biology, chemistry, and technology modules that addressed the global issue of obesity. Student groups developed websites to address obesity in one of five countries – Egypt, Mexico, Puerto Rico, United States, and the United Kingdom. Three university professors, two from Computer Information Systems (CIS) and one from Biology, formed a partnership to inspire high school students to embrace technology that conveyed scientific concepts about obesity. Survey results showed an increased interest and aptitude in science and technology. After our program, 68% of the students indicated that they plan to pursue a major in science, technology, engineering, and mathematics (also referred to as STEM majors). Of those students who indicated an interest in STEM disciplines, the largest numbers noted their interest in the following majors: biology, engineering, computer science, computer information systems, and chemistry. At the end of the summer, 85% of the students agreed that the summer program activities helped them to better understand how the science and technology modules from the FUTURES/T.A.G.S. summer program were connected to obesity.

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Donna M. Grant

Papers

A Comparison of Student Perceptions of Their Computer Skills to Their Actual Abilities.

Real World Project: Integrating the Classroom, External Business Partnerships and Professional Organizations

Developing an Undergraduate Information Systems Security Track

Career staging for girls moving toward (away) from computing careers

Enhancing Students' Interest in Science and Technology through Cross-disciplinary Collaboration and Active Learning Techniques