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Combining Vicarious and Enactive Training in IS: Does Order Matter?

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Information Systems and Neuroscience

Part of the book series: Lecture Notes in Information Systems and Organisation ((LNISO,volume 16))

Abstract

The objective of the article is to provide empirical support for curriculum development to instructors using enactive learning in IS. Specifically, we are interested in understanding which instructional design, combining enactive and vicarious learning, leads to the most effective learning achievement and development of self-efficacy. Specifically, we compare two different training sequences to determine which is the best combination of the two instructional designs (vicarious/enactive) to train people in using business dashboards efficiently. In a controlled lab environment, we collected (1) behavioral data (performance, software interactions) (2) oculometric data and (3) self-assessed self-efficacy data to assess the learning processes and strategies. Our results show that providing the vicarious training first when using a combination of enactive and vicarious learning leads to a higher self-efficacy increase. It also has a significant impact on the attentional efficiency of students using dashboards in a business setting.

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Author information

Authors and Affiliations

  1. HEC Montréal, Montréal, QC, Canada

    Félix G. Lafontaine, Pierre-Majorique Léger & Élise Labonté-LeMoyne

  2. Université du Québec à Montréal (UQAM), Montréal, QC, Canada

    Patrick Charland

  3. University of Arkansas, Fayetteville, AR, USA

    Paul Cronan

Authors
  1. Félix G. Lafontaine
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  2. Pierre-Majorique Léger
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  3. Élise Labonté-LeMoyne
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  4. Patrick Charland
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  5. Paul Cronan
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Corresponding author

Correspondence to Félix G. Lafontaine .

Editor information

Editors and Affiliations

  1. Informaton Systems, Texas Tech University, Lubbock, Texas, USA

    Fred D. Davis

  2. University of Appl. Sc. Upper Austria, Steyr, Oberösterreich, Austria

    René Riedl

  3. Department of Information Systems, University of Liechtenstein, Vaduz, Liechtenstein

    Jan vom Brocke

  4. Department of Information Technology, HEC Montréal , Montréal, Québec, Canada

    Pierre-Majorique Léger

  5. Department of Information Systems, Kennesaw State University, Kennesaw, Georgia, USA

    Adriane B. Randolph

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© 2017 Springer International Publishing Switzerland

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Lafontaine, F.G., Léger, PM., Labonté-LeMoyne, É., Charland, P., Cronan, P. (2017). Combining Vicarious and Enactive Training in IS: Does Order Matter?. In: Davis, F., Riedl, R., vom Brocke, J., Léger, PM., Randolph, A. (eds) Information Systems and Neuroscience. Lecture Notes in Information Systems and Organisation, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-41402-7_13

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