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

In: Information Systems and Neuroscience

Author

Listed:
  • Félix G. Lafontaine

    (HEC Montréal)

  • Pierre-Majorique Léger

    (HEC Montréal)

  • Élise Labonté-LeMoyne

    (HEC Montréal)

  • Patrick Charland

    (Université du Québec à Montréal (UQAM))

  • Paul Cronan

    (University of Arkansas)

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.

Suggested Citation

  • Félix G. Lafontaine & Pierre-Majorique Léger & Élise Labonté-LeMoyne & Patrick Charland & Paul Cronan, 2017. "Combining Vicarious and Enactive Training in IS: Does Order Matter?," Lecture Notes in Information Systems and Organization, in: Fred D. Davis & René Riedl & Jan vom Brocke & Pierre-Majorique Léger & Adriane B. Randolph (ed.), Information Systems and Neuroscience, pages 99-106, Springer.
    • Handle: RePEc:spr:lnichp:978-3-319-41402-7_13
    DOI: 10.1007/978-3-319-41402-7_13
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