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1. Developing a Method for Identifying Instances of Group Generative Interactions in Enterprise Social Media

   Averkiadi, Elissavet; Van Osch, Wietske; Liang, Yuyang (December 2019, Eighteenth Annual Pre-ICIS Workshop on HCI Research in MIS)

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   Companies hold particular interest in group generative interactions - the conception of novel ideas and solutions through group exchanges. They are a root-cause of innovation and thus are important to companies’ survival. Enterprise Social Media (ESM) offer a unique opportunity to study generative group interactions, due to the transparent nature of activities on these platforms. In this research-in-progress paper, we conduct a preliminary analysis to develop a method that could identify the instances of ESM-based generative group interactions, where we focus on distinguishing generative versus non-generative group interactions. To do this, we used the text from all group interactions from an ESM platform of a multinational organization. We implemented machine learning models to learn and classify the text as generative or non-generative. As a result, we produced the top important term features from the best performing model. These features will help us understand the nature of discussions that occur in these interactions in future studies. 

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2. HUMAN-AI COLLABORATION IN GROUP CREATIVITY

   Luckheenarain, N; Van_Osch, W; Coursaris, CK (June 2024, Association for Information Systems)

   AI tools have proliferated in workplace settings to support various tasks. The extent and nature of their use continue to evolve as new A.I. tools, like generative A.I., disrupt the business landscape. To date, most human-AI collaboration research studies chatbots and their use in customer service settings, thus focusing past investigations on basic one-on-one interactions. However, as organizations are increasingly structured alongside teams, understanding human-AI collaboration to support true collaboration (i.e., between multiple users) and activities that reach beyond customer service settings, appears crucial. Hereto, this paper explores the role of chatbot communication style—human versus machine—and chatbot role—as a passive process facilitator versus an active ideator—in influencing group collaborative creativity in the context of remote teamwork. Expanding our understanding of human-AI collaboration has the potential to generate significant theoretical and practical implications for collaborative and remote work uses of AI tools characteristic of today’s hybrid workplaces. 

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3. An Exploration of the Effects of Enterprise Social Media Use for Classroom Teams.

   Cherchiglia, L.; Van Osch, W.; Liang, Y.; Averkiadi, E. (December 2020, SIGHCI 2020 Proceedings)

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   Cherchiglia et al. Effects of ESM Use for Classroom Teams Proceedings of the Nineteenth Annual Pre-ICIS Workshop on HCI Research in MIS, Virtual Conference, December 12, 2020 1 An Exploration of the Effects of Enterprise Social Media Use for Classroom Teams Leticia Cherchiglia Michigan State University leticia@msu.edu Wietske Van Osch HEC Montreal & Michigan State University wietske.van-osch@hec.ca Yuyang Liang Michigan State University liangyuy@msu.edu Elisavet Averkiadi Michigan State University averkiad@msu.edu ABSTRACT This paper explores the adoption of Microsoft Teams, a group-based Enterprise Social Media (ESM) tool, in the context of a hybrid Information Technology Management undergraduate course from a large midwestern university. With the primary goal of providing insights into the use and design of tools for group-based educational settings, we constructed a model to reflect our expectations that core ESM affordances would enhance students’ perceptions of Microsoft Teams’ functionality and efficiency, which in turn would increase both students’ perceptions of group productivity and students’ actual usage of Microsoft Teams for communication purposes. In our model we used three core ESM affordances from Treem and Leonardi (2013), namely editability (i.e., information can be created and/or edited after creation, usually in a collaborative fashion), persistence (i.e., information is stored permanently), and visibility (i.e., information is visible to other users). Analysis of quantitative (surveys, server-side; N=62) and qualitative (interviews; N=7) data led to intriguing results. It seems that although students considered that editability, persistency, and visibility affordances within Microsoft Teams were convenient functions of this ESM, problems when working collaboratively (such as connectivity, formatting, and searching glitches) might have prevented considerations of this ESM as fast and user-friendly (i.e., efficient). Moreover, although perceived functionality and efficiency were positively connected to group productivity, hidden/non-intuitive communication features within this ESM might help explain the surprising negative connection between efficiency and usage of this ESM for the purpose of group communication. Another explanation is that, given the plethora of competing tools specifically designed to afford seamless/optimal team communication, students preferred to use more familiar tools or tools perceived as more efficient for group communication than Microsoft Teams, a finding consistent with findings in organizational settings (Van Osch, Steinfield, and Balogh, 2015). Beyond theoretical contributions related to the impact that ESM affordances have on users’ interaction perceptions, and the impact of users’ interaction perceptions on team and system outcomes, from a strategic and practical point of view, our findings revealed several challenges for the use of Microsoft Teams (and perhaps ESM at large) in educational settings: 1) As the demand for online education grows, collaborative tools such as Microsoft Teams should strive to provide seamless experiences for multiple-user access to files and messages; 2) Microsoft Teams should improve its visual design in order to increase ease of use, user familiarity, and intuitiveness; 3) Microsoft Teams appears to have a high-learning curve, partially related to the fact that some features are hidden or take extra steps/clicks to be accessed, thus undermining their use; 4) Team communication is a complex topic which should be further studied because, given the choice, students will fall upon familiar tools therefore undermining the full potential for team collaboration through the ESM. We expect that this paper can provide insights for educators faced with the choice for an ESM tool best-suited for group-based classroom settings, as well as designers interested in adapting ESMs to educational contexts, which is a promising avenue for market expansion. 

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4. Research: Why Employees Violate Cybersecurity Policies

   Posey, C.; Shoss, M. (January 2022, Harvard Business Review)

   In the face of increasingly common (and costly) cyberattacks, many organizations have focused their security investments largely on technological solutions. However, in many cases, attacks rely not on an outsider’s ability to crack an organization’s technical defenses, but rather on an internal employee knowingly or unknowingly letting a bad actor in. But what motivates these employees’ actions? A recent study suggests that the vast majority of intentional policy breaches stem not from some malicious desire to cause harm, but rather, from the perception that following the rules would impede employees’ ability to get their work done effectively. The study further found that employees were more likely to violate policy on days when they were more stressed out, suggesting that high stress levels can reduce people’s tolerance for following rules that seem to get in the way of doing their jobs. In light of these findings, the authors suggest several ways in which organizations should rethink their approach to cybersecurity and implement policies that address the real, underlying factors creating vulnerabilities. 

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5. KonnectVR: Pioneering an Open-sourced, Educational, Collaborative Virtual Reality Platform

   Anderson, David C; Gill, Mark (March 2024, Journal of advanced technological education)

   Virtual reality (VR) technologies are transforming educational paradigms by enabling highly immersive, interactive simulations that increase engagement and cognition. This paper presents KonnectVR (KVR), an innovative, open-source platform designed to mitigate common barriers in educational VR. Barriers such as high costs, limited content customization, and the absence of real-time assessments. The system, constructed by undergraduate students, facilitates experiential learning, real-time collaboration, and assessment delivery, empowering educators with an unprecedented degree of accessibility and customization. Employing a case study methodology, we provide unique insider perspectives into KVR's architectural design, underlying pedagogical framework, development processes, challenges encountered, and future directions. Findings reveal technical hurdles overcome by undergraduate student teams like VR-specific programming, user interface design, networking, and cybersecurity integration. The analysis uncovers key themes around project-based skill acquisition, problem-solving perseverance, cross-team knowledge gaps, and the benefits of an agile, user-centric approach. Ultimately, KVR demonstrates how emerging technologies and open-sourced solutions can converge to innovate learning, pushing boundaries while serving an egalitarian educational mission. The platform sets the foundation for a new generation of community-driven tools democratizing access to interactive, distributive, collaborative VR experiences that maximize knowledge construction. 

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