The former judgment that the process-tracing method information-display-matrix (IDM) lacks external validity should be questioned in the light of technical advances and changing consumer behavior. The new research environment offers possibilities for a close-to-realistic refinement and further development of the method: starting points are choice of location, increased relevance of choice, individual adjustment of task structure, simplified navigation, and realistic layout. Used in multi-measurement-approaches, the IDM can provide detailed background information about consumer information behavior prior to decisions reached in interviews or choice experiments. The contribution introduces to the method and its’ development, use, and (dis)advantages. Results of a survey illustrate the options for analysis and indicate that consumer behavior in the IDM, compared to face-to-face-interviews, is less biased by social desirability.
Virtual learning simulations have received increasing attention due various proposed educational, instructional, and institutional advantages; with literature focusing largely on perceptions of this technology and empirical comparisons to other instructional methods. Compared to traditional learning environments, virtual learning environments may present methodological advantages in studying learning processes through applying behavioral tracing techniques. This paper will discuss behavioral indicators of cognitive learning processes used in virtual decision scenarios designed for third year engineering and engineering technology students. Behavioral measures to quantitatively analyze the learning process will be presented. Implications for assessing student learning, instructional strategy selection, and improving higher education quality will be shared from holistic perspective.
The physical form or design of a product is an unquestioned determinant of its marketplace success. A good design attracts consumers to a product, communicates to them, and adds value to the produc...