Abstracts

Abstracts Chair

Muhammed Miah, Southern University New Orleans

Ordered by presentation time

Using Hadoop and Hive to Introduce Big Data Solutions in a Classroom Environment

Gihanthi De Silva
Minnesota State University, Mankato

Sarah Klammer Kruse
Minnesota State University, Mankato

Cyrus Azarbod
Minnesota State University, Mankato

Sunday - 11/5/2017 in Rio Grande at 5:20 pm
http://proc.iscap.info/2017/abstracts/4468.html

Data is valuable when it is ordered, stored, computed and illustrated in ways that benefit organizations or society. Large volumes of data are generated across many industries using various data collection techniques such as crowd sourcing. Banking, healthcare, power companies, transportation systems, the stock exchange, and social networking sites capture large volumes of data every day (Kumari, 2016). Data analysis, data mining, and predictive analysis are carried out by organizations to observe trends, gain clarity of their status quo, and predict future outcomes. Several pioneering companies are already using big data to create business value. An institution that can obtain a solution for ordering and analyzing data the earliest, with the least cost, will gain the competitive edge among its peer firms within the industry (Manyika et al., 2011). However, the exponential growth...

Gamification Agile Software for Classroom Projects

Bhavyaka Kolli
Minnesota State University, Mankato

Manoj Deverapalli
Minnesota State University, Mankato

Cyrus Azarbod
Minnesota State University, Mankato

Sarah Klammer Kruse
Minnesota State University, Mankato

Sunday - 11/5/2017 in Rio Grande at 5:45 pm
http://proc.iscap.info/2017/abstracts/4491.html

Agile software development methodology is becoming more commonly taught in academic settings to help students learn to break down project tasks and work effectively in teams using the talents of individuals to collectively accomplish project goals. When gamification is incorporated into education, learning opportunities are expanded as students are “hooked by fun and then rewarded with knowledge and skills” (Arnold, 2014). Combined, they create a playing field for engagement, learning, and accountability. In this research project, a Gamification Agile Software (GAS) system was designed and developed for use with within the graduate classroom environment to incorporate Agile software development methodology, teams, and project-based learning while allowing the instructor to monitor sprint planning, identification of tasks for scrums leading to each sprint, estimation of task duration in comparison with actual task completion .....

Integrating Data Visualization and Process Automation Tools into Business Courses

Victor Berardi
Kent State University at Stark

Gregory Blundell
Kent State University at Stark

Sunday - 11/5/2017 in Shoal Creek at 5:45 pm
http://proc.iscap.info/2017/abstracts/4465.html

Modern organizations are inundated with data from a myriad of sources ranging from internal ERP systems and databases to the internet, social media, and messaging services. A common and traditional approach to data analysis by non-technical specialists might consist of downloading data from the relevant system or database, then manipulating it to create charts, sparklines, or other visual graphics via a spreadsheet or other data graphics tool. While this may suffice in many instances, and is usually taught to students, it misses out on useful insights and actions that might be possible with more sophisticated analyses. In addition, it is essentially static in nature, requiring manual interventions to update the data and diagrams. Creating dynamic, data driven, automated diagrams, processes, and analytical tools has long been the purview of software engineers, database administrators, and more recently, data scientists and machine-learning .....

Information Systems Strategy capstone course dedicated to storage technology

Doncho Petkov
Eastern Connecticut State University

Monday - 11/6/2017 in Rio Grande at 9:35 am
http://proc.iscap.info/2017/abstracts/4463.html

The IS 2010 model curriculum specifies a capstone course on IS Strategy, Management and Acquisition. The capstone course on Information Systems and Business Strategy within the BIS program at Eastern Connecticut State University is aligned with it. The author decided around 2007 to look for ways to make it more relevant to recent technology developments. That coincided with the ISECON 2007 conference attendance of presentations about the EMC Academic Alliance and the storage technology course at Penn State University. A week-long training for the author was provided by EMC soon. The existing staffing constraints within our program did not allow the offering of a new course. Thus was born the idea to introduce storage technology in the IS strategy capstone in spring of 2008. Other universities face similar constraints in their curriculum while the IT industry faces shortages for storage experts (and other specialized areas) and that is the motivation for this presentation. The purpose of this talk is to share the experiences .....

Role of Inclusion and Critical Theory: Rebranding the IS Major for All Students

Amy Connolly
James Madison University

Monday - 11/6/2017 in Shoal Creek at 9:35 am
http://proc.iscap.info/2017/abstracts/4457.html

The IS major (and indeed, all STEM and computing disciplines) has seen a sharp decline in enrollments since the dotcom bust (Scott et al. 2009). Well before that, computing disciplines have struggled to understand why fewer women want to enter the field year after year, while ignoring women’s individual differences (Trauth et al. 2008). Jung et al. (2017) suggested that perhaps women do not see enough referential examples in media, in essence blaming victims for not choosing the major despite its overly technical image (Scott et al. 2009). Media stories about rampant sexism and abuse in tech companies only compound this problem. If stereotypes are permanently established in childhood, then no amount of recruitment will help enrollments. In actuality, the need for inclusion in IS is much more nuanced. The Individual Differences Theory of Gender and IT states that women are not an unknown, amorphous black box nor an “other”. Significant “within-female variation” of many factors affects....

Shifting Perspectives: Stimulating Critical Thinking Through the Use of Virtual Reality in an IS Curriculum

Thomas Chapman
University of Mississippi

Neelima Bhatnagar
University of Pittsburgh Johnstown

Monday - 11/6/2017 in Trinity at 9:35 am
http://proc.iscap.info/2017/abstracts/4459.html

Virtual reality headsets and software have the ability to shift our perspective from the mundane to the extraordinary. The prolific and meteoric rise of cost-effective and immersive virtual reality systems has the potential to transform the ways in which educators and students think about classroom instruction. Prior to the last couple of years, educators have been limited in the breadth of ways they can use to fire their students’ imaginations and stimulate new ways of thinking about a subject. A science instructor teaching earth sciences might, for example, have shown his or her students a high-resolution video of a journey through the Grand Canyon in an effort to stimulate their visual senses and generate interest in the subject. Math and Language arts teachers have been even more limited in their ability to dramatically visualize their respective subjects, in order to place students at the center of the learning. By shifting the visual perspective of learners through the adoption of virtual reality....

Adoption of video lectures for learning – content quality and gender difference

ChongWoo Park
Augusta University

Dong-gook Kim
Dalton State College

Hyo-Joo Han
Georgia Southern University

Monday - 11/6/2017 in Pedernales at 3:15 pm
http://proc.iscap.info/2017/abstracts/4460.html

With the recent innovation of enhancing the Internet speed, sharing multimedia contents including image, audio, animation, and video has been much easier and faster. According to eMarketer’s report (2015), people have spent more time with digital video than with social media since 2015. In addition, Cisco predicts that 80% of global Internet consumption will be video content by 2019. We can easily observe this rapid growth of video contents in the industry (e.g., YouTube, Facebook, and Netflix) as well as the education (e.g., Khan Academy, Lynda.com, and online schools). Recently, video contents have increasingly been used for online and blended learning classes in universities and colleges. However, there has been little research attention on understanding whether and how people have adopted the video contents for learning. In this study, we develop a research model to examine the adoption of video lectures for learning with theories of technology acceptance and task technology fit. While both theories have been used....

A Narrative Approach for Teaching Computer Skills and Decision-Making Practices

Victor Berardi
Kent State University at Stark

Gregory Blundell
Kent State University at Stark

Donald Thacker
Kent State University at Stark

Monday - 11/6/2017 in Rio Grande at 3:15 pm
http://proc.iscap.info/2017/abstracts/4462.html

It is important for students to not only know about what they are learning and why, but also to appreciate the processes, techniques, and approaches being undertaken to achieve this. When a student makes the connection between what is currently being learned and how it applies to their own experiences, “ah-ha” moments can occur. This presentation discusses how a narrative approach is used to teach application software and decision-making skills in an operations management course. Insights and lessons on spreadsheet design considerations, advanced solution techniques, and decision-making practice are integrated into solving problems, via narratives, which are related application and technical dialogs/stories to help students appreciate the problem settings, the solution nuances, and the problem-based learning approach itself. A conceptual narrative is used to position operations management concerns and situations as pertinent to the organization and to students personally....

Flipping a Class with Best Intentions

Marcos Sivitanides
Texas State University-San Marcos

Jennifer Krou
Texas State University-San Marcos

Monday - 11/6/2017 in Shoal Creek at 3:15 pm
http://proc.iscap.info/2017/abstracts/4461.html

A substantial body of recent academic literature exists that deals with the topic of delivering “flipped classes,” instead of the traditional lecture classes that have served modern education for over a century. The flipped class is a 21st century teaching concept and practice since at its core it relies on delivering content to students reliably, quickly and on time via fast Internet connections. The existing literature consists of guidelines and suggestions of what to do and what not to do and tries to identify the merits and pitfalls of delivering flipped classrooms. In brief, it is a method that does not fit all classes and subjects. We looked for a hands-on type class in which the student could use more classroom time but where in a traditional class the instructor cannot repeat examples because of the time limitation of a class meeting. We identified our “Intro to Microcomputer Applications” class and decided to teach 2 of 10 sections as “flipped classes.” In general each flipped class has the flexibility....

A System Architecture for Anonymity of Student Opinion Surveys

Alireza Ardalan
Old Dominion University

Roya Ardalan
Old Dominion University

Shailaja Rao
Old Dominion University

Kay Alexander
Old Dominion University

Monday - 11/6/2017 in Trinity at 3:15 pm
http://proc.iscap.info/2017/abstracts/4464.html

There is a limited number of published research about system architectures that try to keep student responses anonymous. A review of literature shows that while there has been a significant level of success in this area, the ultimate goal has not been reached. This abstract presentation covers the architecture of a system that keeps student identity and their responses completely anonymous. Different databases are incorporated for student authentication, survey document, and student responses to ensure anonymity of students and their responses. The system has been in production for several years and has demonstrated its ability for keeping the information anonymous during all these years.

The Need for a Systematic Approach for Updating an Online IS Course

Philip Kim
Walsh University

Tuesday - 11/7/2017 in Shoal Creek at 9:35 am
http://proc.iscap.info/2017/abstracts/4456.html

One of the ongoing challenges for information systems (IS) faculty is to ensure that technology-based courses are relevant and consistently up-to-date. While many of the foundational IS theories may remain, the in-class articles, readings, literature, and other assignments must be informed and reflect present-day examples. For instance, a recent edition of a popular Management Information Systems textbook published in 2015 referenced Second Life as a viable virtual reality business model and introduced Twitter as a newer technology. Due to the rising costs of required course material, some faculty are reluctant to adopt new textbooks too often (Smith & Muller, 1998) and yet, in the field of IS, it becomes difficult to find a viable textbook that is sustainable beyond its publication date. In some cases, adopting the newer edition of the textbook cannot be avoided. But beyond the primary text, there are other areas in which a faculty member should consider updating the curriculum. This is especially true in the online....

Writing Workshops as a Part of an Information Systems Course Experience to Improve Writing Quality: An Analysis of Student Writing Performance

Jason Ferguson
Bellevue University

Tuesday - 11/7/2017 in Travis at 9:35 am
http://proc.iscap.info/2017/abstracts/4467.html

Effective writing skills are important for student success in the classroom and necessary for their future success. Inadequate writing skills that are unaddressed throughout a student’s initial course experience can cause stress and discouragement. Undeveloped writing skills can also burden course professors with the need to teach writing skills in addition to the course content. Despite the many great writing resources available to students the writing difficulties remain a significant issue. The purpose of this study is to investigate whether integrating a series of writing workshops as part of the graduate student’s first semester course experience improves their writing performance. The writing workshop series focused on the following topics: A. Understand how to meet the expectations of academic writing, B. Understanding the assignment and research requirements, C. The writing process, from generating ideas to drafting and revising, D. Conventions of documentation to avoid plagiarism....