In this Issue

Abstract

The 2024 spring issue of the Decision Sciences Journal of Innovative Education (DSJIE) begins with an empirical article by Ellis, Casey, and Hill on the challenges of teaching computer programming in this era of generative artificial intelligence (AI) using large language models (LLM). In “ChatGPT and Python programming homework,” the authors present their findings from a research study to assess ChatGPT's ability to successfully complete homework assignments in an introductory Python programming course. Student submissions for three assignments were selected at three levels of skills (low, medium, and high). Their Python code was compared to code generated by ChatGPT using a corresponding prompt level (copy, naïve, and informed). Two instructors tested each program to evaluate its functionality and score it on a scale of 0 to 100; then they judged the likelihood that the code was ChatGPT-generated. Submissions were also run through an AI-detector. The results indicated that ChatGPT had lower scores on average for all three assignments at every skill level, with one exception. However, further analysis only detected a statistically significant difference between the overall performance of ChatGPT and highly skilled students. The instructors and the AI detector had mixed outcomes in identifying ChatGPT-generated code in these assignments. The authors concluded that while it was not always possible to detect Python code produced by ChatGPT, fortunately this code was not scored as highly as the code written by high-achieving students. The article concludes with practical suggestions for other instructors to manage unauthorized use of LLM tools in their programming classes. The remainder of this issue of DSJIE offers three teaching briefs with experiential class exercises on virtual presentations, ethics in supply chain management, and location planning, respectively. Rua and Aytug address the development of virtual communication skills in “Teaching virtual presentation with a theory-based feedback intervention: An experiential class project for the post-pandemic era.” Their project consists of five stages: training on effective presentations and constructive feedback, individual recordings of a practice video presentation, developmental feedback (self-generated, peer, and expert), self-reflection and goal setting, and team presentations. The authors provide a list of training materials organized by category—presentation skills, giving feedback effectively, and using software to upload and comment on videos. A detailed rubric with twelve items for grading team presentations in three categories—professional appearance (1 item), mechanics (7 items), and content presentation (4 items)—is also provided. Data were collected from one group of MBA students who received the training and a control group with no training. Results showed evidence that training provided statistically significant improvement in mechanics-related skills. Overall, student perceptions of the effectiveness and utility of the project were extremely positive. This project can be adapted for use in any business course at either the undergraduate or graduate level to help prepare students for effective communication and presentation in virtual contexts. Readers teaching supply chain management and needing to incorporate ethical concepts into their course should consider the project developed by David in “Management students create art: A novel approach to introducing supply chain ethics.” Undergraduate students in an introductory supply chain management course were asked to choose a contemporary supply-chain ethics issue, create a work of art to represent the issue, and then write an artist's statement discussing the thought process and choices made in producing their artwork and explaining how the issue related to their own personal values. This project replaced a previous written assignment on ethics. It was designed to meet the same learning objectives while encouraging students to experiment with different perspectives when problem-solving and learning from their peers using an art-based process. Students submitted projects in a variety of media formats, including drawing, painting, poetry, multimedia collage, video, and music. The most common ethical issues explored in these projects were unfair labor practices and climate change. Submissions were graded in three categories: relevance (1 point), depth of understanding of stakeholder perspectives (2 points), and planning and effort (2 points). The average score for 92 projects was 4.4 out of 5 points, with most deductions occurring due to a lack of polish in the artwork and the artist's statement or weak effort. Survey results indicated that most students found the project more enjoyable than a written assignment, and they perceived that their understanding of ethical issues in supply chain management had increased. The article's supplemental files provide student instructions for the project, a peer evaluation form, and a grading rubric. The last teaching brief in this issue of DSJIE also contributes to supply chain management education. In “Teaching location planning with the center-of-gravity method using real cities and distances,” Riley and Sweeney present an assignment that allows students to participate in a simulated location planning process. Students in an introductory supply chain management course were tasked with identifying two new distribution centers within a service area in Texas. This service area was illustrated with a geographical map showing cities and their corresponding customer demand. The objective was to minimize total network transportation costs while meeting all customer demand and satisfying system constraints such as truck capacity and a maximum number of customers assigned to each center. Students used Google Maps to determine mileage between potential distribution centers and customer locations. Then, to apply the center-of-gravity methodology, students also had to assign X and Y grid coordinates to all of the customer locations and use them to evaluate the expected costs of their proposed distribution centers. Further adjustments to the locations of distribution centers were needed to meet the specified constraints. Student feedback was overwhelmingly positive about using actual geographical data and improved their perceptions about studying mathematical concepts for distribution network planning. The authors give grading details with a list of the most common student errors and suggestions for modifying the assignment from one term to the next. A complete set of teaching materials can be found in the article's supporting information.

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