This study reports on an experiment examining the impact of iconic graphics on participants' understanding of domains represented by entity relationship diagrams. Cognitive load theory and the cognitive theory of multimedia learning are used to hypothesize that iconic graphics reduce the cognitive load of model viewers, leading to more complete mental models and consequently improved understanding. Results, as measured by transfer (problem solving) tasks, confirm the main hypothesis. Additionally, iconic images were found to be less effective in improving domain understanding with English-as-a-second-language (ESL) participants. ESL results are shown to be consistent with predictions based on the cognitive load theory.

Purpose -The purpose of this paper is to examine the effect of order on the quality of outcomes when making sequential decisions and test the widely-held belief that choosing earlier is preferable and results in better outcomes than choosing later. Design/methodology/approach -Quantitative performance from the sequence of athletic decisions made by the teams of the National Hockey League (NHL) at the annual amateur entry draft is longitudinally analyzed using a participation threshold of 160 games. Findings -Analysis indicates that earlier choice does result in outcomes that are significantly and substantially better but that this effect is muted beyond approximately the first 100 decisions, after which there is no discernable advantage.Research limitations/implications -The dichotomous performance measure excludes more qualitative or stratified assessments of performance and does not include context of the individual decision choices. The results may not generalize beyond the National Hockey League or other human resource situations. Practical implications -The research suggests that sequential decision processes are suboptimal in the presence of large amounts of information and choice. Recommendations include reallocating the amount of confirmatory attention spent on highly-ranked candidates. Originality/value -The paper exposes limitations to the widely-held belief that choosing earlier is preferable to choosing later.

Purpose The purpose of this paper is to investigate National Hockey League (NHL) expansion draft decisions to measure divestment aversion and endowment effects, and analyze bias and its affect on presumed rational analytic decision making. Design/methodology/approach A natural experiment with three variables (age, minutes played and presence of a prior relationship with a team’s management), filtered athletes that were exposed or protected to selection. A machine learning algorithm trained on a group of 17 teams was applied to the remaining 13 teams. Findings Athletes with pre-existing management relationships were 1.7 times more likely to be protected. Athletes playing fewer relative position minutes were less likely to be protected, as were older athletes. Athlete selection was predominantly determined by time on ice. Research limitations/implications This represents a single set of independent decisions using publicly available data absent of context. The results may not be generalizable beyond the NHL or sport. Practical implications The research confirms the affect of prior relationships on decision making and provides further evidence of measurable sub-optimal decision making. Social implications Decision making has implications throughout human resources and impacts competitiveness and productivity. This adds to the need for managers to recognize and implement de-biasing in areas such as hiring, performance appraisal and downsizing. Originality/value This natural experiment involving high-stakes decision makers confirms bias in a setting that has been dominated by students, low stakes or artificial settings.

Making Entity-Relationship diagrams easier to understand for novices has been a topic of previous research. This study provides experimental evidence that suggests using small representative graphics (iconic graphics) to replace standard entity boxes in an ER diagram can have a positive effect on domain understanding for novice users. Cognitive Load Theory and the Cognitive Theory of Multimedia Learning are used to hypothesize that iconic graphics reduce extraneous cognitive load of model viewers leading to more complete mental models and consequently improved understanding. Domain understanding was measured using comprehension and transfer (problem solving) tasks. Results confirm the main hypothesis. In addition, iconic graphics were found to be less effective in improving domain understanding with English as second language (ESL) participants. ESL results are shown to be consistent with predictions based on the Cognitive Load Theory. The importance of this work for systems analysts and designers comes from two considerations. First, the use of iconic graphics seems to reduce the extraneous cognitive load associated with these complex systems. Secondly, the reduction in extraneous load enables users to apply more germane load which relates directly with levels of domain understanding. Thus iconic graphics may provide a simple tool that facilitates better understanding of ER diagrams and the data structure for proposed information systems.

The latest development in the online learning environment, Massive Open Online Courses, dubbed ‘MOOC,' has garnered considerable attention both within and without the academy. This chapter discusses tools and technologies that can support the development of a MOOC, and concludes with commentary about the potential for such a development to continue into mainstream postsecondary education. This chapter delivers a small yet meaningful contribution to the discussion within the book section ‘RIA and education practice of MOOCs,' aligning to the discussion on the topic of ‘educational training design.'