An Empirical Comparison of a Hypertext- Based Systems Analysis Case with Conventional Cases and Role Playing

TY - JOUR

T1 - An Empirical Comparison of a Hypertext- Based Systems Analysis Case with Conventional Cases and Role Playing

AU - Kendall, Julie E.

AU - Kendall, Kenneth E.

AU - Baskerville, Richard L.

AU - Barnes, Raymond J.

PY - 1996/2/1

Y1 - 1996/2/1

N2 - Systems analysis and design is a practical discipline, difficult to teach realistically with conventional methods. HyperCase is an interactive program that presents an organization called Maple Ridge Engineering in a highly graphical environment for use on a microcomputer. Use of hypertext allows students to navigate through the organization, doing interviews, and examining diagrams in the order they prefer, rather than in the prescribed, linear fashion found in conventional cases. The effectiveness of HyperCase versus conventional cases and role playing in helping students reach six different levels of educational objectives was assessed in an experiment with 22 students. Those using HyperCase performed as well or better on the examination questions than those using standard approaches. In the second part of the study, results from an affective student questionnaire completed by the original 22 students, plus 97 others, revealed that they were overwhelmingly positive in their reaction to this new approach. Little difference in the reactions among experienced and inexperienced computer users was found. Based on our empirical findings, we conclude that students felt their experience with HyperCase was an important departure from the traditional systems analysis and design class.

AB - Systems analysis and design is a practical discipline, difficult to teach realistically with conventional methods. HyperCase is an interactive program that presents an organization called Maple Ridge Engineering in a highly graphical environment for use on a microcomputer. Use of hypertext allows students to navigate through the organization, doing interviews, and examining diagrams in the order they prefer, rather than in the prescribed, linear fashion found in conventional cases. The effectiveness of HyperCase versus conventional cases and role playing in helping students reach six different levels of educational objectives was assessed in an experiment with 22 students. Those using HyperCase performed as well or better on the examination questions than those using standard approaches. In the second part of the study, results from an affective student questionnaire completed by the original 22 students, plus 97 others, revealed that they were overwhelmingly positive in their reaction to this new approach. Little difference in the reactions among experienced and inexperienced computer users was found. Based on our empirical findings, we conclude that students felt their experience with HyperCase was an important departure from the traditional systems analysis and design class.

KW - Hypermedia

KW - I/S pedagogy

KW - I/S training

KW - Systems analysis

UR - http://www.scopus.com/inward/record.url?scp=0012529597&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0012529597&partnerID=8YFLogxK

U2 - 10.1145/234611.234616

DO - 10.1145/234611.234616

M3 - Article

SN - 0095-0033

VL - 27

SP - 58

EP - 77

JO - Data Base for Advances in Information Systems

JF - Data Base for Advances in Information Systems

IS - 1

ER -