Novice modelers’ subjective comprehension and interaction with token-animated process models

Abstract

Process modeling is fundamental for effective (business) process management. Comprehension of process models by novice modelers and the effective integration of learning technologies present crucial challenges that can be addressed through the application of visualization, animation, and simulation techniques. In this study, we examine the experiences and perceptions of novice modelers deploying token-animated process models, drawing upon data from 119 college students specializing in business management and business engineering who answered comprehension questions based on these models. We concentrate on investigating perceived understanding through the utilization of Technology Adoption Model (TAM) constructs, employing Partial Least Square to validate an extended research model based on TAM. We additionally analyze qualitative data from respondents' answers to open questions to extract codes and themes that complete the research model's findings. The results confirm that token-animated process models are useful and preferred as a learning technique. Tokens enhance cognitive facilitation by incorporating visualization, animation, and simulation functionalities, resulting in improved objective and perceived comprehension. We extend the comprehension determinants of process models with perceived enjoyment and show that emotional states are also important in the utilization of tokens for teaching purposes. Over 80 % of participants reported a clear preference for using token-animated process models, confirming high levels of student acceptance. Our study also identified recommendations for enhancement and potential limitations associated with the use of animated tokens in education. Further theoretical and practical implications are finally discussed.