<div> <div> <div> <p>Previous work has identified the many difficulties that students experience in learning abstract concepts in STEM. Past studies have also identified the critical role that emotions play on students' motivation to learn. As new learning technologies are developed, they enable visualizing complex scientific concepts which can be non-visible thus assisting students' understanding of abstract ideas as well as improving their motivation as they learn. This study investigated two learning technologies and compared them to examine 1) their effectiveness on learning concepts of electricity in physics and 2) the interplay between learning with technology and emotions. Participants were randomly assigned to either Inquiry-Based Learning (IBL) with a computer simulation or Game-Based Learning (GBL) with a computer game which addressed concepts of electricity in physics. During the experiment, students in the IBL condition explored materials by using the computer simulation and posed hypotheses and questions on their own with a guiding worksheet for IBL. Students in the GBL condition played an educational computer game following the guiding worksheet while they were meeting challenges created by the game with a guiding worksheet for GBL. Students' learning gains were assessed by comparing their pretest and posttest scores. Emotions were self-reported after the posttest by responding to a survey that measured 6 emotional scales that students may perceive during the experiment. The study found that both IBL and GBL enhanced students' understanding of given concepts. However, there was no statistically significant difference between the two conditions in terms of learning gains. Students in the IBL achieved higher mean learning gains, whereas students in the GBL showed that they were more engaged. At the same time, students in the GBL perceived more confusion and frustration compared to students in the IBL. <br></p> </div> </div> </div>

Inom ekonomistyrning utgår ekonomer oftast från att målöverensstämmelse existerar och att de anställda arbetar utifrån de uppställda målen med perfekt information. Men informationsasymmetri finns överallt och kan leda till ökade kostnader, att fel uppstår och försenade leveranser. Detta är särskilt intressant inom gruvindustrin eftersom den karakteriseras av komplexitet vilket ökar svårigheter med att förmedla styrningen. Frågan blir; under vilka förutsättningar uppstår informationsasymmetri inom styrning och målöverensstämmelse samt hur kan asymmetrin reduceras inom gruvindustrin? Syftet med examensarbetet blir därmed att öka förståelse och analysera hur informationsasymmetri påverkar ekonomistyrning och målöverensstämmelse inom gruvindustrin samt hur asymmetrin kan reduceras. Arbetet utgår ifrån principal-agent teorin som grundas på antaganden om informationsasymmetri och egen nyttomaximering. Utifrån den målkonflikten grundas hypoteserna om de begrepp som ökar och reducerar målöverensstämmelse genom ökad och minskad informationsasymmetri. De olika teoretisk begreppen som undersöktes var missanpassad information, opportunism, återkoppling, internutbildning och tid. Examensarbetet utfördes genom att använda oss av Cavaye (1996) modell för flerstudieansats (eng. Multifaceted research approach) där vi har först gjort Studie 1 som grundas på kvalitativa intervjuer för att få mer information om företaget och industrin. Sedan i Studie 2 testas begreppen genom en kvantitativ enkät som skickades ut till personer inom företaget utifrån ett strategisk urval. Resultatet från undersökningen var att hypoteserna bekräftades och att agenterna anser att målen är viktiga och internutbildning var de starkaste faktorerna för att reducera informationsasymmetri och öka målöverensstämmelse. / In management control systems economist usually assume perfect information and goal congruence from the top to the bottom of the organization. But information asymmetry is everywhere and often leads to increased costs, missed deadlines and other mistakes. This is particularly interesting in the mining industry as it’s characterized by complexity which increases the difficulty of communicating the control system throughout the organization. The research question then becomes; under which circumstances does information asymmetry occur in control systems and goal congruence and how can the asymmetry be reduced in the mining industry? The purpose of the study is therefore to increase the understanding and analyze how information asymmetry impact control systems and goal congruence in the mining industry and how the asymmetry can be reduced. The study is based on the principal-agent theory is based on the assumptions of information asymmetry and self-interest between the two parties. Based on that goal conflict our hypothesis of the variables that increase and reduce goal congruence through increased and decreased information asymmetry is formed. The investigated variables were miss adapted information, opportunism, feedback, workplace education and time. The study was conducted by using Cavaye (1996) model for multifaceted research approach by starting off with Study 1, which was based on qualitative interviews to get more information about the company and the mining industry. Study 2 later tested the variables impact by conducting a quantitative study though the use of a survey that was sent to people of interest within the company though a strategic selection. The result of the study was that the hypotheses were confirmed and that workplace education training and valuing the importance of the goals where the most important variables to reduce information asymmetry and increase goal congruence.

<p dir="ltr">Engineering Technology (ET) programs are pivotal in preparing graduates for the demands of the modern workforce, particularly in quality management systems (QMS). This study examines the alignment between QMS knowledge and experience gained by graduates in ABET-accredited ET programs and the expectations of industry. Through a dual-survey approach, targeting both industry leaders and academic educators, the research elucidates current QMS practices in industry, the scope of QMS education, and the resulting preparedness of graduates for professional roles. Findings indicate a discernible gap between industry expectations and current academic offerings in QMS education. While industry professionals rely on established QMS frameworks such as ISO 9001 and Lean Six Sigma, academic programs often limit their coverage to theoretical underpinnings rather than hands-on, practical applications. This discrepancy highlights the need for a more robust, application-oriented curriculum that bridges theoretical knowledge with real-world practice. Recommendations include a call for greater integration of practical QMS training within academic programs and stronger partnerships between academia and industry to foster educational content that aligns with professional QMS applications.</p>