How to conduct scientific research with ERPsim

erpsim.hec.ca
Lab Serious games to learn
enterprise systems and
business analytics
Prof. Pierre-Majorique Léger, Ph.D.
Director, ERPsim Lab
HEC Montreal
How to use ERPsim
to conduct scientific
research?

© Copyright Léger (2019)
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What is ERPsim?
ERPsim is like a flight
simulator experience
where you fly in a
virtual sky, but
you pilot a real plane!

business analytics
How to use ERPsim for scientific research
Automation of
administrative tasks
Simulation of
a market
Simulation of
passing of time
Virtual System ERP System
1
2
3
Business analytics
Business decisions
Participants
1
2

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Published scientific papers using ERPsim
Levelsofanalysis
Experimental control
CLASSROOM LABORATORYORGANIZATION
INDIVIDUALRESEARCHGROUPRESEARCH

business analytics
Original ERPsim paper
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Using a Simulation Game Approach to Teach Enterprise Resource Planning Concepts
Pierre-Majorique Léger
Journal of Information Systems Education; Winter 2006; 17, 4; ProQuest
pg. 441
"Using a Simulation Game
Approach to Teach Enterprise
Resource Planning Concepts."
Journal of Information Systems Education
Léger, Pierre-Majorique. "Using a Simulation Game Approach to
Teach Enterprise Resource Planning Concepts." Journal of Information
Systems Education 17, no. 4 (2006): 441.

business analytics
Research in pedagogy
"Business simulation training in
information technology education:
guidelines for new approaches in
IT training."
Journal of Information Technology
Education: Research
Léger, P.M., Charland, P., Feldstein, H.D., Robert, J., Babin, G. and Lyle,
D., 2011. Business simulation training in information technology
education: guidelines for new approaches in IT training. Journal of
Information Technology Education: Research, 10, pp.39-53.
Journal of Information Technology Education Volume 10, 2011
Editor: Anthony Scime
Business Simulation Training in Information
Technology Education: Guidelines for New
Approaches in IT Training
Pierre-Majorique Léger
HEC Montréal, Montréal, Canada
pml@hec.ca
Patrick Charland
Université du Québec à Montréal
(UQAM), Canada
charland.patrick@uqam.ca
Harvey D. Feldstein
Baton Simulations, Montréal,
Canada
hfeldstein@batonsimulations.com
Jacques Robert
Jacques.Robert@hec.ca
Gilbert Babin
gilbert.babin@hec.ca
Derick Lyle
Derick.Lyle@hec.ca
Executive Summary
Enterprise Resource Planning (ERP) systems are commercial software packages that enable the
integration of transactions-oriented data and business processes throughout an organization. Most
of the world’s largest organizations have already adopted an ERP system, and many mid-size or-
ganizations are turning to them as well. The implementation of an ERP system presents some ma-
jor training challenges. Organizations devote significant portions of their implementation budgets
to training and organizational change management interventions. Industry experts recommend
that up to 20% of an implementation budget be devoted to adequately preparing managers and
users. Studies also show a low return on investment for this type of training as it makes it difficult
for knowledge workers to teach how to transfer what is learned in training to real-life jobs. Inade-
quate and ineffective training has the potential to seriously limit value realization. In that context,
this paper presents ERPsim, a business simulation training approach developed at HEC Montréal
in which the only interface between participants and the game is a real-life enterprise system
(SAP). ERPsim recreates a realistic business environment that allows learners to develop IT com-
petencies and skills in a setting that reflects the true complexity of the business world. This simu-
lation approach is now used in over 100
universities and a dozen Fortune 1000
organizations. Yet, our experience
shows that trainers need to approach
simulation game training with a differ-
ent attitude. This paper addresses the
challenges faced by IT trainers in adapt-
ing to this innovative training approach.
Based on our many training experiences,
this paper provides instructors with
guidelines to create a learning environ-
Material published as part of this publication, either on-line or
in print, is copyrighted by the Informing Science Institute.
Permission to make digital or paper copy of part or all of these
works for personal or classroom use is granted without fee
provided that the copies are not made or distributed for profit
or commercial advantage AND that copies 1) bear this notice
in full and 2) give the full citation on the first page. It is per-
missible to abstract these works so long as credit is given. To
copy in all other cases or to republish or to post on a server or
to redistribute to lists requires specific permission and payment
of a fee. Contact Publisher@InformingScience.org to request
redistribution permission.

business analytics
"Authentic OM problem solving
in an ERP context."
International Journal of Operations
& Production Management
Léger, Pierre-Majorique, Paul Cronan, Patrick Charland, Robert Peller-
in, Gilbert Babin, and Jacques Robert. "Authentic OM problem solving
in an ERP context." International Journal of Operations & Production
Management 32, no. 12 (2012): 1375-1394.
Research in pedagogy
Authentic OM problem solving
in an ERP context
Pierre-Majorique Le´ger
Department of IT, HEC Montreal, Montreal, Canada
Paul Cronan
Sam M. Walton College of Business, University of Arkansas,
Fayetteville, Arkansas, USA
Patrick Charland
Education and Pedagogy Department,
Universite´ du Que´bec a` Montreál (UQAM), Montreal, Canada
Robert Pellerin
Department of Mathematical and Industrial Engineering,
Ećole Polytechnique de Montreál, Montreal, Canada, and
Gilbert Babin and Jacques Robert
Department of IT, HEC Montreal, Montreal, Canada
Abstract
Purpose – It is argued that problem-based learning (PBL) is a valuable approach to teaching
operations management, as it allows learners to apply their knowledge and skills in an environment
that is close to real-life. In fact, many simulations currently exist in the teaching of operations
management. However, these simulations lack a connection to real-life, as they are typically turn-based
and do not use real-life IT support. The current paper seeks to address this issue by presenting an
innovative pedagogical approach designed to provide learners with an authentic problem-solving
experience in operations management within an enterprise resource planning (ERP) system.
Design/methodology/approach – The paper proposes a simulation game called ERPsim whereby
students must operate an enterprise in a simulated economic environment using in real time a real-life
ERP system, namely SAP. Based on a survey with instructors, it assesses the extent to which this
proposed simulation is aligned with the five characteristics of the PBL approach.
Findings – Survey respondents confirm that significant improvements in student evaluations,
learner motivation, attendance, and engagement, as well as increased learner competence with the
technology can be achieved by using the proposed approach.
Practical implications – For more than five years this pedagogical approach has been used by
more than 250 professors, lecturers, and professional trainers in over 160 universities worldwide.
Between September 2009 and June 2011, more than 3,000 simulations games were played by over
16,000 university student teams.
Originality/value – Results and observations on using the proposed pedagogical approach are
presented and compared to the main characteristics of the PBL approach (authenticity, ill structured
problems, student-centered, small group settings and facilitator dimensions).
Keywords Problem based learning, Authenticity, Enterprise resource planning systems,
Simulation game, Enterprise resource planning, Simulation
Paper type Conceptual paper
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0144-3577.htm
Authentic OM
problem solving
1375
Received 30 September 2010
Revised 22 June 2011,
27 March 2012,
21 April 2012
Accepted 22 April 2012
International Journal of Operations &
Production Management
Vol. 32 No. 12, 2012
pp. 1375-1394
q Emerald Group Publishing Limited
0144-3577
DOI 10.1108/01443571211284151
DownloadedbyHECMontrealAt06:3418December2015(PT)

business analytics
Simulation & Gaming
43(4) 461–480
© 2012 SAGE Publications
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1046878111433783
http://sag.sagepub.com
433783Sag
1
University of Arkansas, Fayetteville, USA
2
HEC Montréal, Canada
3
Université du Québec à Montréal, Canada
Corresponding Author:
Timothy Paul Cronan,WCOB 204, University of Arkansas, Fayetteville,AR 72701, USA
Email:cronan@uark.edu
Comparing Objective Measures
and Perceptions of Cognitive
Learning in an ERP Simulation
Game: A Research Note
Timothy Paul Cronan1
, Pierre-Majorique Léger2
,
Jacques Robert2
, Gilbert Babin2
, and Patrick Charland3
Abstract
Enterprise Resource Planning (ERP) systems have had a significant impact on business
organizations. These large systems offer opportunities for companies regarding the
integration and functionality of information technology systems; in effect, companies
can realize a competitive advantage that is necessary in today’s global companies.
However, effective training for the incorporation and use of these large-scale systems
is difficult and challenging; improved strategies for effective training include the use of
business simulations.The question of the effectiveness of training remains—“How do
we measure learning?”.In a recent Simulation & Gaming article“Business Simulations and
Cognitive Learning”,Anderson and Lawton (2009) focus on research associated with the
assessment of cognitive learning in business simulations.They indicate that little progress
has occurred in objectively assessing cognitive learning in simulations and call for research
that might help determine whether simulations accomplish what they purport to achieve
in terms of participant learning. In this research note, objective measures of learning are
presented.The results of objective measures of learning are compared with those of
self-assessed perceptions of learning in the context of an ERP business simulation game.
Based on the comparisons of learning measures, self-assessed measure results were not
different from those of objective measures;moreover,learning did occur.
Keywords
business simulations, cognitive learning, Enterprise Resource Planning (ERP), learning
assessment, objective measures, perceptions
"Comparing objective measures
and perceptions of cognitive
learning in an ERP simulation
game: a research note."
Journal of Information Systems Education
Cronan, Timothy Paul, Pierre-Majorique Léger, Jacques Robert,
Gilbert Babin, and Patrick Charland. "Comparing objective measures
and perceptions of cognitive learning in an ERP simulation game: a
research note." Simulation & Gaming 43, no. 4 (2012): 461-480.
Research in HCI

business analytics
"Developing and assessing
ERP competencies: Basic
and complex knowledge."
Journal of Computer Information Systems
Charland, P., Léger, P.M., Cronan, T.P. and Robert, J., 2016. Developing
and assessing ERP competencies: Basic and complex knowledge.
Journal of Computer Information Systems, 56(1), pp.31-39.
Volume 56 Issue 1, Fall 2015 Journal of Computer Information Systems 31
DEVELOPING AND ASSESSING ERP COMPETENCIES:
BASIC AND COMPLEX KNOWLEDGE
ABSTRACT
Thisresearchstudiestheinfluenceofindividualknowledgemastery
of competency task performance of Enterprise Resource Planning
(ERP) learners. The research design involved the assessment
of participants’ ERP competency, each of whom participated
in four games of a computer-based simulation, ERPsim. ERP
knowledge was assessed using a validated questionnaire, which
included questions with different complexity levels. Results
indicate that although reported student grade point average is
not a predictor of ERP competency, ERP knowledge mastery
(particularly complex knowledge) does predict ERP competence.
While mastering basic ERP knowledge does not predict the
competency of the participants, these results can provide useful
guidelines with respect to teaching and assessment practices, as
well as the development of ERP curricula. To effectively prepare
learners to be able to perform in authentic learning contexts,
instructors could emphasize the mastery of complex knowledge
and consequently use complex knowledge test questions as a
component of the instruction.
Keywords: ERP Competencies, ERP Knowledge,
CompetencyAssessment, End-User Training, Pedagogical Issues.
INTRODUCTION AND PURPOSE
The purpose of this article is to present new evidence in
identifying how knowledge influences end-user competency.
Specifically, the present paper focuses on a competency related
to the use a large-scale information system (IS) application called
enterprise resource planning (ERP) systems. ERP systems are
businesssoftwarepackages(usuallycompany-widecomprehensive)
that companies use to integrate the management of their finance and
operations [48]. These systems integrate all the business processes
of the company. Currently, most large organizations have adopted
ERP software to manage their operations and smaller organizations
are increasingly adopting them [12].
Training future business graduates in the understanding of how
to use and how to make business decisions using ERP systems is
argued to be critically important in today’s economy [9]. The IS
literature calls on educators to foster the learning of these systems
in higher education by future managers to adequately prepare for
the market place [29]. Therefore, the purpose of this research is
to investigate specifically the influences and applicability of basic
and complex knowledge in the development of competent ERP
end-users.
This paper first reviews the education and information
system literature with respect to the notions of competency and
knowledge.Next,themethodsectionpresentsatrainingsimulation
called ERPsim that is used to test the effect of trainee knowledge
on their competency in managing a simulated company using
an ERP system. The results of this study highlight the critical
role of complex knowledge in predicting ERP competency. The
paper concludes by discussing the impact of those results in the
development of ERP curricula.
LITERATURE REVIEW
The Emergence of a Competency-Based Approach for
Teaching Complexity and for Employability
Challenges in university graduates’ employability have made
it necessary for an update of higher education teaching strategy as
well as a better alignment between industry needs and classroom
teaching [59]. Consequently, higher education has entered a
period of transformation that involves the implementation of
new instructional approaches designed mainly to better prepare
students to put acquired knowledge into action. Today, the
“(...) basic objectives of higher education consist of providing
university graduates with a system of essential knowledge,
abilities, and skills, and also of developing their capacity and
readiness to put their knowledge to work in professional activity”
[53, p.70]. Additionally, the intent of changes in the methods
is to provide students with a better understanding of complexity,
meaning “ thinking about multiple interdependent levels,
nonlinear causality, and emergence ” [46, p.1023].
To achieve the goal of teaching complex knowledge as well
as to the ability to put knowledge into practice, the competency-
based approach has emerged as the new educational paradigm
[15, 53, 55]. This emergent approach presents a consequent
challenge for professors regarding how to teach and how to assess
competencies [28, 52, 56, 65]. In fact, “(...) the development
currently labeled as ‘competency based learning’ have been
growing in momentum over the last thirty years. It has its origins
in profound concerns that traditional education programs were
failing to address the needs of both learners and industry” [54,
pp.187-188].
Educational trend researchers call for student-centered
and competency-driven programs [27]. A fundamental
debate currently is in process and is focused on assessment of
competency1
as well as new educational approaches regarding
the role of knowledge mastering [24, 30]. Given that, Brinke,
Sluijsmans, and Jochems [5, p.107] indicate that “competency-
based university education demands a renewed vision of
assessment”. According to Wang and Haggerty [62], there is a
lack of quantitative empirical studies that establish the impact of
1
In the absence of a generally agreed definition of competence or
competency, in this article, we use “competency” with respect to
the naming of “Competency-based training” or “Competency-based
learning” approaches.
PATRICK CHARLAND PIERRE-MAJORIQUE LÉGER
Université du Québec à Montréal HEC Montréal
Montréal (Québec), Canada Montréal (Québec), Canada
TIMOTHY PAUL CRONAN JACQUES ROBERT
University of Arkansas HEC Montréal
Fayetteville, Arkansas 72707, USA Montréal (Québec), Canada
Research in HCI

business analytics
Neurophysiological correlates of cognitive absorption in an enactive
training context
Pierre-Majorique Léger a,⇑
, Fred D. Davis b,1
, Timothy Paul Cronan b,2
, Julien Perret a
a
HEC Montreal, 3000, chemin de la Côte-Sainte-Catherine, Montreal, QC H3T 2A7, Canada
b
University of Arkansas, WCOB 204, Fayetteville, AR 72701, United States
a r t i c l e i n f o
Article history:
Available online 15 March 2014
Keywords:
NeuroIS
Neurophysiological measures
End-user training
Cognitive absorption
Enactive learning
a b s t r a c t
Various aspects of intrinsic motivation have long been theorized as key determinants of learning achieve-
ment. The present research seeks deeper insights into these intrinsically motivating mechanisms by
investigating neurophysiological correlates of cognitive absorption in the context of enactive learning,
specifically simulation-based training on the use of enterprise resource planning (ERP) software. An
experiment was conducted in which 36 student trainees used ERP software to make decisions while run-
ning a simulated company. Consistent with flow theory, skill, difficulty, and their interaction significantly
influenced cognitive absorption (R2
= .16). Five neurophysiological measures were captured for each trai-
nee: EEG alpha, EEG beta, electrodermal activity (EDA), heart rate, and heart rate variability. Each of the
five neurophysiological measures explained significant unique variance in cognitive absorption over and
above skill, difficulty, and their interaction, and collectively more than doubled the explained variance to
R2
= .34. Overall, cognitive absorption was positively related to a more relaxed, less vigilant state. Cogni-
tive absorption was significantly related to the training outcome. These findings provide new insights
into the psychological states that are conducive to experiencing cognitive absorption during enactive
training.
Ó 2014 Elsevier Ltd. All rights reserved.
1. Introduction
End-user training has long been recognized as a key factor in
the acceptance and effective use of information technology (IT)
(Compeau & Higgins, 1995; Nelson & Cheney, 1987). The objective
of end-user training is to produce a skilled user who is motivated
to apply this newly acquired knowledge in order to perform a
job-related task (Gupta, Bostrom, & Huber, 2010). Moreover, orga-
nizations are investing significant resources in end-user training.
According to the US Bureau of Labor Statistics, every year over
170 Billion US$ is spent on employee training and development;
the American Society for Training and Development (ASTD, 2011)
estimates that IT training accounts for 10% (on average) of all for-
mal learning hours over the past ten years. Research shows that
poor or insufficient training results in limited acceptance of the
technology, which prevents organizations from fully realizing the
benefits from these significant new investments (Compeau &
Higgins, 1995; Nelson & Cheney, 1987). For example, undertrained
end-users could cost five to eight times more to support than a
well-trained worker (Fiering & Kirwin, 2006).
Among the various techniques used to train IT users, research-
ers call for more enactive methods (De Freitas & Jarvis, 2007; Der-
ouin, Fritzsche, & Salas, 2005; Hays, 2005; Hedberg, 2003; Kirkle,
Tomblin, & Kirkley, 2005; Mayo, Singer, & Kusumoto, 2006). Enac-
tive learning is based on social cognitive theory (Bandura, 1986)
and is a form of observational learning that involves learning as a
consequence of one’s interaction with and feedback from the envi-
ronment. Gupta et al. (2010) provides evidence that combining
enacting learning with vicarious learning (learning by observing
others) leads to better training outcomes compared to vicarious
learning alone. Realistic simulations provide a training context that
generates relevant feedback in response to learner actions. More
research is needed to properly understand such enactive learning
in IT training (Martocchio & Webster, 1992; Sein, Bostrom, &
Olfman, 1999). Computer-based simulation games have been dem-
onstrated to be more effective than alternative forms of training for
teaching work-related knowledge and skills (Sitzmann, 2011).
Moreover, computer-based simulation games more readily incor-
porate enactive learning (as opposed to learners simply observing
others). Consequently, the advantages of computer-based
http://dx.doi.org/10.1016/j.chb.2014.02.011
0747-5632/Ó 2014 Elsevier Ltd. All rights reserved.
⇑ Corresponding author. +1 (514)340 7013.
E-mail addresses: pml@hec.ca (P.-M. Léger), fdavis@walton.uark.edu (F.D. Davis),
cronan@uark.edu (T.P. Cronan), julien.perret@hec.ca (J. Perret).
1
+1 (479)575 4500.
2
+1 (479)575 6130.
Computers in Human Behavior 34 (2014) 273–283
Contents lists available at ScienceDirect
Computers in Human Behavior
journal homepage: www.elsevier.com/locate/comphumbeh
"Neurophysiological correlates of
cognitive absorption in an enactive
training context."
Computers in Human Behavior
Léger, Pierre-Majorique, Fred D. Davis, Timothy Paul Cronan, and
Julien Perret. "Neurophysiological correlates of cognitive absorption
in an enactive training context." Computers in Human Behavior 34
(2014): 273-283.
NeuroIS research

business analytics
"Emotions and ERP information
sourcing: the moderating role
of expertise."
Industrial Management & Data Systems
Leger, Pierre-Majorique, René Riedl, and Jan vom Brocke.
"Emotions and ERP information sourcing: the moderating role of
expertise." Industrial Management & Data Systems 114, no. 3 (2014):
456-471.
Emotions and ERP information
sourcing: the moderating role
of expertise
Pierre-Majorique Leger
HEC Montre´al, Montre´al, Quebec, Canada
Rene´ Riedl
University of Linz, Linz, Austria and
University of Applied Sciences Upper Austria, Steyr, Austria, and
Jan vom Brocke
University of Liechtenstein, Liechtenstein, Liechtenstein
Abstract
Purpose – The purpose of this paper is to report on a laboratory experiment in which the paper
investigated how expert and novice users differ in their emotional responses during use of an
enterprise resource planning (ERP) system in a decision-making context, and how such a difference
affects information sourcing behavior.
Design/methodology/approach – In a simulated SAP business environment, participants’
emotional responses were physiologically measured based on electrodermal activity (EDA) while they
made business decisions.
Findings – Results show that both expert and novice users exhibit considerable EDA activity during
their interaction with the ERP system, indicating that ERP use is an emotional process for both
groups. However, the findings also indicate that experts’ emotional responses led to their sourcing
information from the ERP, while novices’ emotional responses led to their sourcing information from
other people.
Research limitations/implications – From an academic standpoint, this paper responds to the
recent call for more research on the role of emotions for information systems behavior.
Practical implications – The paper discusses the implications of this finding for the development of
ERP system trainings.
Originality/value – Because emotions often do not reach users’ awareness level, the paper used
EDA, a neurophysiological measure, to capture users’ emotional responses during ERP decision
making, instead of using self-report measures that depend on conscious perception. Based on this
method, the paper found that emotions can lead to different behavioral reactions, depending on
whether the user is an expert or novice.
Keywords Emotion, ERP, Expertise, Electrodermal activity (EDA), Novice, Physiology,
Enterprise resource planning (ERP) system
Paper type Research paper
1. Introduction
The objective of this paper is to investigate how the use of an enterprise resource
planning (ERP) system is influenced by user’s emotional response and level of
expertise. ERP systems are configurable software packages that facilitate the
integration of business data, both transactional and analytical, and business processes
across organizations (Brehm et al., 2001; Hitt et al., 2002; Umble et al., 2003; Al-Mashari,
2003). ERP usage has been widely studied using cognitive and behavioral approaches
(e.g. Calisir and Calisir, 2004; Amoako-Gyampah and Salam, 2004), but only a limited
number of studies have considered the role of user emotion in usage behavior.
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0263-5577.htm
Received 2 September 2013
Revised 4 November 2013
Accepted 7 November 2013
Industrial Management & Data
Systems
Vol. 114 No. 3, 2014
pp. 456-471
r Emerald Group Publishing Limited
0263-5577
DOI 10.1108/IMDS-09-2013-0365
456
IMDS
114,3
DownloadedbyHECMontrealAt06:3518December2015(PT)
NeuroIS research

business analytics
"Explicit and implicit antecedents of users'
behavioral beliefs in information systems:
A neuropsychological investigation."
Journal of Management Information Systems
de Guinea, A. O., Titah, R., & Léger, P. M. (2014). Explicit and implicit
antecedents of users' behavioral beliefs in information systems:
A neuropsychological investigation. Journal of Management Informa-
tion Systems, 30(4), 179-210.
Full Terms & Conditions of access and use can be found at
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Journal of Management Information Systems
ISSN: 0742-1222 (Print) 1557-928X (Online) Journal homepage: http://www.tandfonline.com/loi/mmis20
Explicit and Implicit Antecedents of Users'
Behavioral Beliefs in Information Systems: A
Neuropsychological Investigation
Ana Ortiz de Guinea , Ryad Titah & Pierre-Majorique Léger
To cite this article: Ana Ortiz de Guinea , Ryad Titah & Pierre-Majorique Léger (2014)
Explicit and Implicit Antecedents of Users' Behavioral Beliefs in Information Systems: A
Neuropsychological Investigation, Journal of Management Information Systems, 30:4, 179-210
To link to this article: http://dx.doi.org/10.2753/MIS0742-1222300407
Published online: 08 Dec 2014.
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NeuroIS research

business analytics
Level of analysis
(Individual vs group research)
Best game for research:
Logistics game
Novice vs Expert
Recruitement and compensation
Informed conscent in ethics
Free License for research
How to cite ERPsim
1. 4.
5.
2.
6.
7.3.
ERPSIM FOR RESEARCH
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