John W. Satzinger’s research while affiliated with Missouri State University and other places

This study examined individual preferences for three common software training methods: computer-based training (CBT), video tutorials, and instructorled classroom training. Two hundred and sixty-three licensed users of a software product were interviewed by phone and asked about their perceptions of the usefulness of the training methods. Results indicate that CBT and instructor-led classroom training are perceived to be more useful than videos and that CBT may be an effective and lower-cost substitute for classroom training for some groups of computer users.

n today's networked economy, ideas that challenge existing business models and paradigms are becoming more important. This study investigated how individual differences, groupware-based creativity techniques, and ideas from others influenced the type of ideas that individuals generated. While individual differences were important (in that some individuals were inherently more likely to generate ideas that followed the existing problem paradigm while others were more likely to generate paradigm-modifying ideas that attempted to change the problem paradigm), the exposure to paradigm-modifying ideas from others and the use of intuitive groupware-based creativity techniques rather than analytical groupware-based creativity techniques were found to increase the number of paradigm-modifying ideas

In this study, a genetic algorithm trained neural network was used to identify relevant characteristics of successful IS students. Those variables identified as predictors of student success included a student's age, gender, and the Myers-Briggs(1) attributes of extraversion/introversion (EI) and sensing/intuition (SN). During the past decade, neural networks have gained popularity, as they work exceedingly well for mapping unknown functions from historical data. With a neutral network, a researcher can simply include a wide variety of inputs in the model and the neural network will learn to discriminate between the relevant inputs and those that are irrelevant. Since the majority of neural network research uses gradient search techniques, usually some form of backpropagation, there is no way to identify the inputs that actually contribute to the prediction. By using the genetic algorithm as an alternative search technique, these contributing relevant variables can be identified.

To compete in today's rapidly paced business environment, many companies are increasingly relying on their employees to generate creative solutions to business problems. Specifically, through the use of idea-generation techniques, business owners hope to promote creative idea generation by their employees. Several leading corporations (and, concomitantly, researchers) have become interested in the use of group support systems (GSS) to enhance idea generation. A key component of the GSS-based idea-generation process is group memory, a repository of ideas created by users of GSS. Group memory provides stimuli, in the form of ideas, to the individuals using the software. This study seeks to better understand the manner in which the contents of the group memory influence the type of ideas generated by individuals in the group. We report the results of a laboratory experiment that investigated whether the stimuli contained within a GSS group memory (i.e., ideas) systematically influenced the extent of paradigm shift represented in the ideas generated by individuals. A GSS simulator designed for this study was used to allow for the manipulation of the stimuli in the group memory. The results suggest that individuals tend to generate ideas that match the paradigm-relatedness of ideas provided to them as stimulation.

This research seeks to understand to what extent leveraging the graphical user interface's ability to convey spatial information can improve a user's ability to write effective database queries. This capability is believed to be especially important when nontechnical individuals, with diverse backgrounds and cognitive abilities, are expected to interact directly with these systems in the query formulation process.This study makes use of recent developments in graphical user interface technology to manipulate the level of spatial visualization support provided by the interface. A laboratory experiment was conducted to explore the influence of interface style and the spatial visualization ability of the user on the performance of the query development process. The application used in the experiment was a visual database query system developed for this study. One hundred sixty-two volunteers participated in the experiment. Spatial visualization ability was assessed using a paper-folding test. The results indicate that both spatial visualization support of the system and spatial visualization ability of the user are important components of database usability.

Consistent user interfaces across applications are thought to facilitate ease of learning and use because a user can draw on existing knowledge when learning any new computer application. Although empirical research has confirmed that transfer of learning occurs when procedural rules for multiple applications are consistent, no research has been reported that examines the effects of consistent versus inconsistent conceptual models across applications on the accuracy of the user's mental models of the applications. Applications from a variety of sources available to an end user might conform to interface standards for their "look" and "feel;" however, consistent conceptual models across applications (conceptual consistency) are still not assured. This paper reports the results of a laboratory experiment that tested the effects of conceptual consistency across applications on user knowledge, performance, and satisfaction when two integrated cooperative work applications were learned and used by student participants. No differences in performance or satisfaction were found; however, participants learning the inconsistent applications formed more accurate mental models of the applications. Schema theory is used to explain the results, and some implications when users initially learn multiple applications are discussed.

Consistent user interfaces across applications are thought to facilitate transfer of learning because a user can draw on existing knowledge when using a new application. But despite the interface consistency guidelines and standards that are based on transfer of learning assumptions, few studies have investigated the effects of interface consistency, especially when a user interacts with multiple applications. The user's knowledge of a computer application is often described as a mental model. This study tested whether the consistency of the user interface across applications affects mental-model development when a user learns and uses multiple applications. One hundred and fourteen participants learned two prototype cooperative work applications in a controlled laboratory setting. Interface consistency across applications was manipulated for two attributes commonly referred to in interface design guidelines: the visual appearance of the display screen and the action language syntax. As hypothesized, inconsistent action language syntax across applications resulted in more user actions to complete tasks. Inconsistent visual appearance, however, resulted in greater accuracy, which was surprising. This study provides support for the consistency guideline for action language syntax, but a distinctive visual appearance rather than a consistent one might help the user form more accurate mental models when initially learning multiple applications. Schema theory is used to explain both the expected and the unexpected results. Implications and promising research directions are proposed.

Computer support for group work-often called "groupware"-is receiving considerable attention from researchers and system developers. Despite these efforts, not much is really known about user-perceived needs for group support. This study surveyed professional employees and managers about their perceived needs for various types of group work support technologies support for face-to-face meetings, support for electronic meetings, and support for group work between meetings. One hundred and fifty-three respondents in thirty-four organizations assessed the usefulness of the three support scenarios and a variety of associated software tools to one of their specific work groups. Generally, potential users were quite receptive, although a number of respondents were rather skeptical about computer support for meetings. Overall, support for group work between meetings was perceived to be more useful than either support for face-to-face or electronic meetings, and traditional single-user tools were perceived to be more useful than multiuser group tools. Respondent assessments of the usefulness of support scenarios and tools were partially explained by variables such as attitude toward computers, computer usage intensity, attitude toward group work, number of work groups, and time spent in meetings. Variables related to the specific work group described by the respondent also explained differences-respondents in a group with multidepartment membership, multilocation membership, larger size, more formal meetings, and higher between-meeting communication intensity perceived computer support to be more useful. Even though the assessments were based on written descriptions, these results indicate that respondents generally understood the support scenarios and tools. Implications for researchers, system developers, and groupware implementers are discussed.

This paper describes a research framework for exploring human factors issues arising when a user learns and uses multiple applications. A model of the training/learning process is extended to include five factors that might affect the user's mental models of multiple applications. The factors are access to common data objects, concurrent use, simultaneous training, relative actual use, and interface consistency across applications. Each factor is operationalized and shown to be independent of the others. User interface consistency across applications is particularly complex, and since interface consistency is a design decision made explicitly because of assumed effects on the mental models of users, it is discussed in more detail. Propositions about the effects of the five factors are offered, including interface consistency interactions. Initial studies with intriguing results are described.

Programs of research can help develop in-depth knowledge in a field through a series of interrelated studies and have been used successfully by several universities. This article describes one of the MIS research programs: the executive information system (EIS) program of research at the University of Georgia. We discuss its motivation and history, the resources involved, the outputs to date, and the benefits. The general approach used is portable, and we discuss how the approach used by Georgia can be adopted by others.