This paper studies the differences in user acceptance models for productivity-oriented (or utilitarian) and pleasure-oriented (or hedonic) information systems. Hedonic information systems aim to pr...
The short history of Information Systems suggests persistent anxiety about the field’s purported lack of academic legitimacy. A common refrain in the anxiety discourse is that legitimacy can be obtained only by creating a strong theoretic core for the field. This essay takes exception with this view, attributing the anxiety to the field’s relative youth, its focus on technology in a technophobic institutional environment, and academic ethnocentrism within and without the field. While developing stronger theory might be helpful, it is more important that the IS field pushes back against the hegemony of IS critics outside the field whose arguments masquerade as concerns about academic quality. The anxiety discourse should be replaced by the IS field’s aggressive pursuit of new instructional and research opportunities that cross traditional institutional barriers and the pursuit of excellence on academic criteria deemed important by the field itself.
This paper argues that much of the past research on electronic brainstorming has been somewhat myopic. Much as Sony focused on the quality of the picture on its Beta format, we as IS researchers have focused on the number of ideas generated as the dominant measure of electronic brainstorming effectiveness. When VHS killed Beta, Sony discovered that image quality was a secondary consideration for most VCR users. Despite the compelling research on its performance benefits, electronic brainstorming has not yet displaced—or even joined—verbal brainstorming as a widely used idea generation technique. This paper presents arguments that users may not be primarily concerned with the number of ideas generated when planning a brainstorming session, but rather may equally desire group well being and member support. We present theoretical arguments and empirical evidence suggesting that electronic brainstorming is not as effective as verbal brainstorming at providing group well being and member support. We believe that these arguments may also apply to other group and individual research areas and may also call for a reevaluation of the technology acceptance model (TAM). Finally, we suggest further research that may help electronic brainstorming avoid the fate of the Beta format.
Electronic brainstorming (EBS) applications and their methodologies may have achieved the benchmark of enabling interactive users to perform as well as nominal groups. The current challenge is to view this as a plateau and not an endpoint, and to seek ways of improving EBS performance. In this study, we apply theory from cognitive psychology and adopt the individual, rather than the group, as the unit of analysis. We present a model of idea generation cognition based on Hintzman’s MINERVA2 global matching model of memory cognition and additional literature from cognitive psychology on cueing and categorization. Based on this model, we present a technique called cause cueing, which directs subjects’ attention to the causes of the target problem that they themselves have identified, and hypothesize that this will increase the number of ideas that an individual generates. Also based on the model— and consistent with current views on production blocking—we hypothesize that receiving input from others during brainstorming will reduce the number of ideas that an individual generates. Following is an EBS-based study that offers an empirical examination of (1) the effects of cueing attention to natural categories (causes) during idea generation and (2) the effects of cueing attention to ad hoc categories, represented by input from others, during idea generation. A total of 82 subjects were randomly assigned to one of four conditions in a 2 × 2 factorial design ANOVA experiment. Results indicate strong support for our model of idea generation as memory cognition. Cueing participant attention to natural self-generated search categories via the cause cueing technique greatly increased the generation of ideas and high quality ideas, whether or not participants were also cued to attend to ad hoc categories (input from others). Cueing attention to input from others was detrimental to the generation of ideas and the number of high quality ideas, clearly diminishing the positive effects of cueing to natural categories. We explain how our theorizing and results are consistent with and extend earlier production blocking orientations in EBS research. We also examine limitations of current EBS designs and suggest how prevailing methodologies can be modified to better support idea generation cognition.
The short history of Information Systems suggests persistent anxiety about the field's purported lack of academic legitimacy. A common refrain in the anxiety discourse is that legitimacy can be obtained only by creating a strong theoretic core for the field. This essay takes exception with this view, attributing the anxiety to the field's relative youth, its focus on technology in a technophobic institutional environment, and academic ethnocentrism within and without the field. While developing stronger theory might be helpful, it is more important that the IS field pushes back against the hegemony of IS critics outside the field whose arguments masquerade as concerns about academic quality. The anxiety discourse should be replaced by the IS field's aggressive pursuit of new instructional and research opportunities that cross traditional institutional barriers and the pursuit of excellence on academic criteria deemed important by the field itself.
In dialogical action research, the scientific researcher does not “speak science” or otherwise attempt to teach scientific theory to the real-world practitioner, but instead attempts to speak the language of the practitioner and accepts him as the expert on his organization and its problems. Recognizing the difficulty that a practitioner and a scientific researcher can have in communicating across the world of science and the world of practice, dialogical action research offers, as its centerpiece, reflective one-on-one dialogues between the practitioner and the scientific researcher, taking place periodically in a setting removed from the practitioner’s organization. The dialogue itself serves as the interface between the world of science, marked by theoria and the scientific attitude, and the world of the practitioner, marked by praxis and the natural attitude of everyday life. The dialogue attempts to address knowledge heterogeneity, which refers to the different forms that knowledge takes in the world of science and the world of practice, and knowledge contextuality, which refers to the dependence of the meaning of knowledge, such as a scientific theory or professional expertise, on its context. In successive dialogues, the scientific researcher and the practitioner build a mutual understanding, including an understanding of the organization and its problems. The scientific researcher, based on one or more of the scientific theories in her discipline, formulates and suggests one or more actions for the practitioner to take in order to solve or remedy a problem in his organization. Dialogical action research recognizes that the practitioner’s experience, expertise, and tacit knowledge, or praxis, largely shapes how he understands the suggested actions and appropriates them as his own. Upon returning to his organization, he takes one or more of the suggested actions, depending on his reading of the situation at hand. The reactions or responses of the problem to the actions or stimuli of the practitioner would embody, in the practitioner’s eyes, success or failure in solving or remedying the problem and, in the scientific researcher’s eyes, evidence confirming or disconfirming the theory on which the action was based. The scientific researcher may then suggest, based on her theories, additional actions, hence initiating another cycle of action and learning. To illustrate dialogical action research, this paper reconstructs some dialogues between an information systems researcher and a managing director at a European company called Omega Corporation.
Most of the recent research in data visualization has focused on technical and aesthetic issues involved in the manipulation of graphs, specifically on features that facilitate data exploration to make graphs interactive and dynamic. The present research identifies a gap in the existing knowledge of graph construction, namely potential problems in both 3D and 2D graphs that will impede comprehension of information when three or more variables are used in a graphical representation. Based on theories regarding perceptual issues of graph construction (Bertin 1981; Pinker 1991), we evaluate specific cases where 3D graphs may outperform 2D graphs, and vice-versa. Two experiments have been conducted to test these hypotheses, and 3D graphs have been found to consistently outperform 2D graphs in all of our experimental scenarios. A third experiment has been conducted to identify situations where 2D graphs might perform at least as well as 3D graphs, but its results suggest that 3D graphs outperform 2D graphs even for simple tasks, thus leading to the conclusion that 3D graphs perform better than 2D graphs under all task conditions with more than two variables.
This article examines the relationship between interpersonal trust and virtual collaborative relationship (VCR) performance. Findings from a study of 10 operational telemedicine projects in health care delivery systems are presented. The results presented here confirm, extend, and apparently contradict prior studies of interpersonal trust. Four types of interpersonal trust-calculative, competence, relational, and integrated are identified and operationalized as a single construct. We found support for an association between calculative, competence, and relational interpersonal trust and performance. Our finding of a positive association between integrated interpersonal trust and performance not only yields the strongest support for a relationship between trust and VCR performance but also contradicts prior research. Our findings indicate that the different types of trust are interrelated in that positive assessments of all three types of trust are necessary if VCRs are to have strongly positive performance. The study also established that if any one type of trust is negative, then it is very likely that VCR performance will not be positive. Our findings indicate that integrated types of interpersonal trust are interdependent, and the various patterns of interaction among them are such that they are mutually reinforcing. These interrelationships and interdependencies of the different types of interpersonal trust must be taken into account by researchers as they attempt to understand the impact of trust on virtual collaborative relationship performance.