Decision Sciences-Journal of Innovative Education最新文献

A conceptual framework for teaching generative AI 生成人工智能教学的概念框架

IF 1.4

Decision Sciences-Journal of Innovative Education Pub Date : 2026-09-23 DOI: 10.1111/dsji.70031

Rahul Bharadwaj, Naveen Kumar, Radhika Santhanam

{"title":"A conceptual framework for teaching generative AI","authors":"Rahul Bharadwaj, Naveen Kumar, Radhika Santhanam","doi":"10.1111/dsji.70031","DOIUrl":"https://doi.org/10.1111/dsji.70031","url":null,"abstract":"Generative AI (GenAI) can create tremendous value for organizations; however, many organizations struggle to hire professionals with the knowledge needed to integrate GenAI into their operations. Business schools have the opportunity to develop students who can meet this requirement. We propose a framework that equips students with a structured approach to using GenAI to solve business problems and make decisions, along with a clear awareness of its challenges and limitations. This framework can serve as an initial conceptual model to help students understand the critical role of GenAI in business operations. Having this foundation will later help them develop more advanced GenAI skills and adapt to emerging applications, including agentic AI systems.Our framework is based on the premise that understanding GenAI's role in business operations is fundamental, with business operations defined as the transformation of inputs into products and services for customers. Our framework highlights GenAI's vital role in supporting problem-solving and managerial decision-making in this transformation process. We evaluated the framework's usefulness with business students. We found that students solved business problems more effectively after learning the framework, were more confident, and reported positive learning experiences. We discussed the framwork with several business executives and faculty. They responded that they liked the broad framework as a good starting point for students to learn about the benefits and challenges of using GenAI in business, and the importance of contextual knowledge in making good decisions with GenAI.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":"24 4","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149048404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transforming decision sciences education through AI and Agile: A case study of project-based learning in technology management 通过人工智能和敏捷转变决策科学教育：技术管理中基于项目的学习案例研究

IF 1.4

Decision Sciences-Journal of Innovative Education Pub Date : 2026-09-16 DOI: 10.1111/dsji.70033

Andres Fortino, Siranush Kostanyan

{"title":"Transforming decision sciences education through AI and Agile: A case study of project-based learning in technology management","authors":"Andres Fortino, Siranush Kostanyan","doi":"10.1111/dsji.70033","DOIUrl":"https://doi.org/10.1111/dsji.70033","url":null,"abstract":"The rapid evolution of technology calls for innovative approaches in decision sciences and product management education to prepare students for dynamic, technology-driven workplaces. This article examines how the integration of artificial intelligence (AI) tools and Agile methodologies can address three persistent challenges in business education: curricula that lag technological advancements, limited opportunities for hands-on skill application, and constrained academic timeframes. Using a mixed-methods design, we analyze two case studies from a Management and Systems graduate program—an AI-driven media analysis tool developed for the United Nations International Computing Centre (UNICC) and a series of AI-focused capstone projects—alongside a quantitative analysis of 146 capstone projects. The case studies illustrate how this integrated approach can enhance curriculum relevance, expand practical skill development, and support learning within semester constraints, while the quantitative analysis finds that AI-based projects were associated with significantly higher client satisfaction ratings (45.3% vs. 29.8% “A” ratings) and publication-worthiness (26.6% vs. 6.4%) than non-AI projects. The study contributes to the discourse on technology integration in business education in two ways: an empirical finding that AI-based capstone projects are associated with stronger measured outcomes, and a “competitive collaboration” capstone design that reconciles individual assessment with team-based, client-driven product development. We offer a practical framework for educators seeking to incorporate emerging tools and methodologies in decision sciences and product management curricula.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":"24 4","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148994126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leveraging AI for improving student writing in MBA case analyses: The MBABot initiative 利用人工智能提高学生在MBA案例分析中的写作：MBABot计划

IF 1.4

Decision Sciences-Journal of Innovative Education Pub Date : 2026-09-16 DOI: 10.1111/dsji.70032

Craig Geter, John R. Drake

{"title":"Leveraging AI for improving student writing in MBA case analyses: The MBABot initiative","authors":"Craig Geter, John R. Drake","doi":"10.1111/dsji.70032","DOIUrl":"https://doi.org/10.1111/dsji.70032","url":null,"abstract":"This teaching brief discusses the development and implementation of MBABot, a custom GPT-based AI tool designed to support writing-intensive decision sciences course titled Delivering Business Value Through Information Systems. This MBA-level course examines the role of business leaders in evaluating information systems and information technology to deliver business value and sustain competitive advantage. Recognizing the importance of timely, structured feedback in developing analytical reasoning and professional decision writing, the initiative addresses instructional constraints such as large class sizes and limited grading time. MBABot integrates retrieval-augmented-generation (RAG) with course-specific materials to provide context-aware feedback aligned with explicit grading criteria and structured decision tools (e.g., the DECIDE model and a weighted decision matrix). Survey-based evidence suggests MBABot supported several debiasing strategies, particularly problem decomposition, consensus building, and motivation to improve. Students also reported limitations, including redundant or unnecessary feedback that reduced trust in the tool. The brief underscores both the promise and constraints of AI-enhanced feedback systems in decision sciences education, emphasizing responsible implementation and pedagogical alignment.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":"24 4","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/dsji.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148994127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A picture is worth a thousand words: Educator guidelines for testing with photos 一张图片胜过千言万语：用照片进行测试的教育指南

IF 1.4

Decision Sciences-Journal of Innovative Education Pub Date : 2026-09-08 DOI: 10.1111/dsji.70030

Vitaly Brazhkin, Julie Ann Stuart Williams

引用次数: 0

Correction to “A technological, data-oriented design journey for teaching and learning business intelligence and analytics projects” 对“商业智能和分析项目的技术、数据导向设计之旅”的修正

IF 1.4

Decision Sciences-Journal of Innovative Education Pub Date : 2026-08-31 DOI: 10.1111/dsji.70029

引用次数: 0

Enhancing analytical classes with role-playing debugging exercises 通过角色扮演调试练习增强分析类

IF 1.4

Decision Sciences-Journal of Innovative Education Pub Date : 2026-06-19 DOI: 10.1111/dsji.70026

Sara Babaee, Maryam Afzalabadi

{"title":"Enhancing analytical classes with role-playing debugging exercises","authors":"Sara Babaee, Maryam Afzalabadi","doi":"10.1111/dsji.70026","DOIUrl":"https://doi.org/10.1111/dsji.70026","url":null,"abstract":"This article presents a role-playing activity designed to address a common challenge in analytical courses, where students rely on software outputs without fully understanding the underlying analytical concepts. The activity highlights the continued significance of human analysts in interpreting results, guiding analysis, and leveraging domain expertise, skills that persist as essential even with advancements in AI. The exercise simulates the software maintenance stage, requiring students to switch between user and developer roles to identify and fix software bugs. This structure promotes both technical proficiency and soft skill development, particularly in communication and collaborative problem-solving. Student feedback, including qualitative reflections and quantitative survey results, demonstrated significant learning gains, with over 80% reporting improvements in analytical reasoning, debugging skills, and communication abilities. The activity aligns with Education 4.0 principles by promoting interdisciplinary collaboration, adaptive learning, and experiential engagement. The article concludes with practicl recommendations for integrating such activities into analytical coursework, emphasizing the importance of clear initial guidance and reflective debriefing to maximize learning outcomes.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":"24 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

FLEX your MBA: Empowering learning efficiency in the digital classroom using an AI-based application FLEX您的MBA：使用基于人工智能的应用程序增强数字化课堂的学习效率

IF 1.4

Decision Sciences-Journal of Innovative Education Pub Date : 2026-06-19 DOI: 10.1111/dsji.70024

Piyush Shah, Irita Mishra, Senali Amarasuriya

引用次数: 0

An interactive game to teach predictive analytics 一个教授预测分析的互动游戏

IF 1.4

Decision Sciences-Journal of Innovative Education Pub Date : 2026-06-19 DOI: 10.1111/dsji.70025

Alireza Sabouri

{"title":"An interactive game to teach predictive analytics","authors":"Alireza Sabouri","doi":"10.1111/dsji.70025","DOIUrl":"https://doi.org/10.1111/dsji.70025","url":null,"abstract":"This paper introduces a competitive, interactive classroom game designed to teach predictive analytics by simulating the end-to-end process of building machine learning models. The game is conducted in two rounds engaging students in tasks such as variable selection, model building, parameter calibration, and performance evaluation, all within the context of optimizing a fundraising campaign. Played in undergraduate and MBA programs, the game emphasizes hands-on learning, teamwork, and decision-making under time constraints. Analysis of model performance across two rounds showed that 74.3% of student teams improved their results after the debriefing session, demonstrating the game's effectiveness in reinforcing predictive modeling concepts through iterative feedback. Results from an anonymous survey (n = 78) demonstrated high levels of engagement and learning outcomes, with 93.6% of students recommending the game for future use. Key findings include a mean score of 2.10 (on a scale of –3 to +3) for enhancing the learning experience through competition, 1.94 for increasing interest in analytics careers, and 1.90 for encouraging deeper critical thinking compared to traditional exercises. These outcomes highlight the game's effectiveness in bridging theoretical concepts with real-world applications, encouraging critical thinking, and preparing students for analytics-focused careers.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":"24 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Empowering data science education through low-code and no-code analytics platforms: A pedagogical roadmap 通过低代码和无代码分析平台增强数据科学教育：教学路线图

IF 1.4

Decision Sciences-Journal of Innovative Education Pub Date : 2026-06-15 DOI: 10.1111/dsji.70023

Dursun Delen

{"title":"Empowering data science education through low-code and no-code analytics platforms: A pedagogical roadmap","authors":"Dursun Delen","doi":"10.1111/dsji.70023","DOIUrl":"https://doi.org/10.1111/dsji.70023","url":null,"abstract":"The growing demand for data literacy across disciplines has intensified the need for instructional approaches that balance technical rigor with accessibility, engagement, and real-world relevance. In data science education, code-centric instruction can support technical depth, but it may also divert novice learners’ attention toward syntax and debugging at the expense of problem formulation, interpretation, and decision reasoning. At the same time, the rise of generative AI has changed this landscape by reducing some syntax-related barriers while increasing the importance of validation, critique, and responsible workflow design. This paper positions low-code/no-code (LC/NC) analytics environments as one component of a broader hybrid pedagogy for teaching analytics and data science. Drawing on cognitive load theory, constructivist learning, and prior classroom and practitioner literature, the paper develops a conceptual roadmap for using visual workflow tools, GenAI supports, and selective coding in complementary ways. Rather than arguing that LC/NC platforms replace programming, the paper proposes that they can serve as effective scaffolds for helping diverse learners engage earlier with analytical reasoning, collaboration, and end-to-end workflow thinking. The paper concludes with practical implications for educators seeking to design more inclusive and pedagogically coherent data science curricula.","PeriodicalId":46210,"journal":{"name":"Decision Sciences-Journal of Innovative Education","volume":"24 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/dsji.70023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148269009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IF 1

Decision Sciences-Journal of Innovative Education Pub Date : 2026-04-15

引用次数: 0