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Managing artificial intelligence (AI) marks the dawn of a new age of information technology management. Managing AI involves communicating, leading, coordinating, and controlling an ever-evolving frontier of computational advancements that references human intelligence in addressing ever more complex decisionmaking problems. It means making decisions about three related, interdependent facets of AI--autonomy, learning, and inscrutability--in the ongoing quest to push the frontiers of performance and scope of AI. We demonstrate how the frontiers of AI have shifted with time, and explain how the seven exemplar studies included in this special issue are helping us learn about management at the frontiers of AI. We close by speculating about future frontiers in managing AI and what role information systems scholarship has in exploring and shaping this future. [ABSTRACT FROM AUTHOR]

Gamification, an application of game design elements to non-gaming contexts, is proposed as a way to add engagement in technology-mediated training programs. Yet there is hardly any information on how [...]

Information technology (IT) artifacts such as animations are increasingly used in educational institutions. Researchers caution that, if we are to derive benefits from animations and other such IT artifacts, we must understand how to use it optimally. In this study, we look at the effects of animations in supporting learning processes. IT-enabled animations dynamically depict changes in events and are used in the classroom as external representations to elaborate on the knowledge content transferred in the classroom. Research in related disciplines has investigated the effects of using these animations on student learning outcomes and has reported conflicting results. We propose that the theory of cognitive fit in information systems could reconcile these conflicting findings and offer some insight into how these animations might be used most beneficially. We conduct laboratory-based experiments to test our ideas. Our findings indicate that these representations are superior to text-based representations and reduce students' cognitive load only in learning tasks where animations have a good cognitive fit. We discuss the implications of our findings for the use of animations and other external representations in the classroom and for future research on the role of Technology Mediated Learning.

Online learning is of growing importance to institutions and learners, and the COVID-19 pandemic has underscored its importance even more. Because learner autonomy is relatively high in these online environments, they must engage in self-regulated learning processes to achieve successful learning outcomes, but studies show that most learners are not able to do so. Hence, in this longitudinal field experiment, using a massively open online course (MOOCs), a type of online learning environment, we investigate whether gamified interventions through the learning platform can foster learners to engage in self-regulated learning processes and improve their learning outcomes. We find that gamification interventions are indeed useful, but for these gamification interventions to succeed, they must be designed to provide personalized feedback to learners that match with their learning goal-orientation. Overall, our findings point to the fact that gamification designs in online learning platforms can enhance learners' engagement and learning outcomes, but they must be personalized. A one-size-fits-all approach to gamification design in online learning just does not work and may even backfire to reduce the engagement of some learners. The COVID-19 pandemic has highlighted the importance of online learning. As learner autonomy is relatively high in online environments, learners must engage in self-regulated learning (SRL) to achieve optimal learning outcomes. Because most learners are unable to consistently engage in SRL, gamification interventions are being implemented to improve SRL engagement; however, mixed results cast doubt on the efficacy of this approach. Massively open online courses (MOOCs), a type of online learning environment, are currently experiencing rapid growth due to widespread adoption by many institutions. In MOOCs, there is no instructor intervention; hence, students have difficulty regulating their own learning and are easily distracted. Therefore, this study investigates whether mixed-research results regarding the efficacy of gamification can be attributed to lack of attention to individual learner traits during design. For this purpose, the study analyzes MOOCs as an instance of online learning by applying SRL theory and gamification principles. We altered a traditional MOOC platform to provide different types of gamified performance feedback to facilitate learners' SRL engagement. We then examined whether this matched with goal orientation, an individual learner trait to influence SRL and learning outcomes. Using learning-analytics tools, we tracked 760 college students' SRL engagement on a MOOC platform over five weeks. As theorized, SRL engagement and learning outcomes of participants who had a strong performance-avoidance goal orientation increased with positively framed performance feedback that involved no social comparisons; however, the same feedback had a negative impact on participants with a strong mastery goal orientation. Our findings add to SRL theory by demonstrating that gamification designs can enhance SRL engagement and learning outcomes in online learning, but with a caveat—this occurs only when there is a match with learner traits—confirming the gamification principle stating that task improvements and meaningful engagement can only occur through thoughtful gamification design. History: Raghu Santanam, Senior Editor; J. J. Hsieh, Associate Editor. Funding: Financial supported from the University Grants Committee's (UGC's) Special Grant for the Strategic Development of Virtual Teaching and Learning [Project Number 6430900], the UGC Teaching and Learning Funding [Project Numbers 6391211 and 6391001], and the Digital Innovation Laboratory of Department of Information Systems, City University of Hong Kong is gratefully acknowledged. Supplemental Material: The online appendix is available at https://doi.org/10.1287/isre.2022.1123. [ABSTRACT FROM AUTHOR]

This study is a conceptual replication of Bharadwaj (2000) investigating the impact of IT capability on a firm's financial performance. The original study demonstrated that firms with superior IT capability will deliver superior financial performance manifested by higher profit ratios and lower cost ratios. However, conflicting findings emerged regarding the relationship between IT capability and a firm's financial performance (Chae et al., 2014). Furthermore, in the past decade, advancements in statistical analysis, such as panel data modeling techniques that were not used in these past studies have provided more robust analytical techniques to observe patterns over time. Hence, incorporating the conceptual foundations as in prior studies on IT capability (e.g., Bharadwaj, 2000; Santhanam & Hartono, 2003), we re-investigate the impact of IT capability on a firm's financial performance but do so by using a large longitudinal dataset and leveraging the power of panel data analysis. Our findings are consistent with the results of Bharadwaj (2000), Santhanam and Hartono (2003), and Choi and George (2016), suggesting that IT capability has a significant positive impact on financial performance. Our results do not support the findings of Chae et al. (2014), who found no association between IT capability and financial performance. We discuss the implications of our findings for the continued use of the theoretical framework of IT capability derived from the resource-based view. [ABSTRACT FROM AUTHOR]

Describes research that was conducted to investigate the needs and characteristics of noncomputer professionals who use word processing software on personal computers. A model of the intermittent user's performance is presented, and two experiments are described that examined differences in mode of interaction and the use of online help. (30 references) (LRW)

Gamification, an emerging idea for using game design elements and principles to make everyday tasks more engaging, is permeating many different types of information systems. Excitement surrounding gamification results from its many potential organizational benefits. However, few research and design guidelines exist regarding gamified information systems. We therefore write this commentary to call upon information systems scholars to investigate the design and use of gamified information systems from a variety of disciplinary perspectives and theories, including behavioral economics, psychology, social psychology, information systems, etc. We first explicate the idea of gamified information systems, provide real-world examples of successful and unsuccessful systems, and, based on a synthesis of the available literature, present a taxonomy of gamification design elements. We then develop a framework for research and design: its main theme is to create meaningful engagement for users; that is, gamified information systems should be designed to address the dual goals of instrumental and experiential outcomes. Using this framework, we develop a set of design principles and research questions, using a running case to illustrate some of our ideas. We conclude with a summary of opportunities for IS researchers to extend our knowledge of gamified information systems, and, at the same time, advance existing theories [ABSTRACT FROM AUTHOR]

Objective: To adapt the Family Wellbeing empowerment program, which was initially designed to support adults to take greater control and responsibility for their decisions and lives, to the needs of Indigenous school children living in remote communities. Method: At the request of two schools in remote Indigenous communities in far north Queensland, a pilot personal development and empowerment program based on the adult Family Wellbeing principles was developed, conducted and evaluated in the schools. The main aims of the program were to build personal identity and to encourage students to recognise their future potential and be more aware of their place in the community and wider society. Results: Participation in the program resulted in significant social and emotional growth for the students. Outcomes described by participating students and teachers included increased analytical and reflective skills, greater ability to think for oneself and set goals, less teasing and bullying in the school environment, and an enhanced sense of identity, friendship and 'social relatedness'. Conclusion: This pilot implementation of the Family Wellbeing Program adapted for schools demonstrated the program's potential to enhance Indigenous young people's personal growth and development. Challenges remain in increasing parental/ family involvement and ensuring the program's sustainability and transferability. The team has been working with relevant stakeholders to further develop and package the School-based Family Wellbeing program for Education Queensland's New Basics curriculum framework.

An project selection model has been developed for identifying benefit, resource and technical interdependencies among various information system (IS) projects. The model takes into account the resource and logical constraints to determine the different parameters that affect the cost of IS projects. It has been used in the analysis of an IS project by a large service organization with favorable results.

This paper demonstrates the application of a zero-one goal programming model as a decision method for selecting information system (IS) projects. This paper illustrates the importance of usin multi-objective, constrained resource modeling in IS project selection decision making. A comparativ example demonstrating the consequences for a regional utility company that used the more common ranking selection methods is presented as a case study. The results changed the utility company's selection process by showing how IS management resources can be saved and how the typical IS project selection criteria can be easily incorporated into a model for improved decision making., The application of a zero-one goal programming model as an information system (IS) project selection method is demonstrated. It is shown that the use of resource constrained optimization procedure is important in IS selection decision. Moreover, the results of the modeling research with a telephone company show the superiority of multiple criteria model over a ranking method.