An Exploration of Impact of Cognitive Elaboration on Learning in ISD Projects

Abstract

Stakeholder learning has been considered crucial for effective participation and the success of information system development (ISD). However, little guidance has been offered as an operational method to facilitate learning in ISD settings. We argue that “cognitive elaboration” (CE) is a helpful strategy for developing effective learning in client–developer interactions in ISD efforts. Two types of learning are investigated: model-building (MB) and model-maintenance (MM). The current study investigated whether CE performed by stakeholders themselves in client–developer interaction led to their MB rather than MM learning. In addition, an alternative hypothesis has been explored: whether mere communication activities may induce learning. Fifty individuals in seven ongoing software development projects in four organizations were examined. For each project, two meetings in which clients and developers participated were observed. The empirical results demonstrated that stakeholders in an ISD process who have engaged in CE themselves are more likely to experience MB learning; and that mere communication does not account for MB learning. An insignificant link between CE and MM learning was found. This study deepens our understanding about IS–user interactions. Limitations of the current research and implications for future research are discussed.