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Integrating artificial intelligence (AI) into decision-making processes is key to improving organizational performance. However, trust in AI-based decision support systems (DSSs), similar to other information systems, is important for successful integration. A disruptive phenomenon, “algorithm aversion”, can impede AI trust and, thus, acceptance. Although AI recommendations outperform human recommendations in different decision-making fields, individuals underweight recommendations from AI-based DSSs compared to human decision-makers due to a lack of AI trust. We conducted a lab experiment to investigate the role of AI recommendations in workplace-related tasks, first focusing on the mediating effect of AI trust and the negative impact of algorithm aversion on decision-making performance and the moderating effect of technical competence. Second, we analyzed the ability of gamification to reduce this phenomenon. We provide evidence regarding how to enhance decision-making performance when AI recommendations are deployed and identify countermeasures against algorithm aversion to facilitate the adoption of AI-based DSSs.
In this article, we contribute to the longstanding debate among economists regarding the question of “nature or nurture” with respect to economics students’ attitudes toward various allocation mechanisms for a scarce resource. While previous research starts the debate by beginning with first-year economics students, we aim to evaluate pre-firstyear individuals, i.e., school pupils. Drawing on the seminal works of Haucap, J., & Just, T. (2010). Not guilty? Another look at the nature and nurture of economics students. European Journal of Law and Economics, 29(2), 239–254 and Frey, B. S., Pommerehne,W.W., & Gygi, B. (1993). Economics indoctrination or selection? Some empirical results. The Journal of Economic Education, 24(3), 271–281, we investigate a sample of pupils ranging from the 5th to the 13th grades to determine whether pupils are “born economists” (nature), develop economic thinking (nurture), or both. We find that young individuals start to think differently in early grades and that their thinking and attitudes are shaped differently throughout their school careers, thereby providing support for the effects of both nature and nurture. Our findings show that school time impacts fairness judgments, particularly regarding price mechanisms. Regarding learning or indoctrination, we find that economics-inclined pupils are positively affected by lessons in economics in school, while pupils who are economics-averse draw completely diametric conclusions from economics lessons, thereby exhibiting increased disapproval of price allocation over the course of these classes and increased approval of the first come, first served and governmental action mechanisms.Moreover, we find strong effects of gender and migration background in this context. This study is the first to elucidate the development of economic thinking in 5th–13th grade pupils. Our results are important for economists, educators,
and researchers because they can serve as a starting point for subsequent investigations in this under-researched field.
In this study, we analyse the advantageous effects of neural networks in combination with wavelet functions on the performance of financial market predictions. We implement different approaches in multiple experiments and test their predictive abilities with different financial time series. We demonstrate experimentally that both wavelet neural networks and neural networks with data pre-processed by wavelets outperform classical network topologies. However, the precision of conducted forecasts implementing neural network algorithms still propose potential for further refinement and enhancement. Hence, we discuss our findings, comparisons with “buy-and-hold” strategies and ethical considerations critically and elaborate on future prospects.
This experimental study analyzes how a key factor, information load, influences decision making in escalation situations, i.e., in situations in which decision mak- ers reinvest further resources in a losing course of action, even when accounting information indicates that the project is performing poorly and should be discontin- ued. This study synthesizes prior escalation research with information overload and investigates how different levels of information load influence the escalation of com- mitment. Our findings reveal a U-shaped effect of information load: When decision makers face negative feedback, a higher information load mitigates the escalation tendency up to a certain point. However, beyond this point, more information rein- forces the escalation tendency. Moreover, we find that the type of feedback affects self-justification, and we find a negative and significant interaction between informa- tion load and self-justification in negative-feedback cases. Thus, studies investigat- ing escalation of commitment should control for self-justification and information load when utilizing high levels of information load. Finally, in the positive-feedback condition, higher information load encourages decision makers to continue promis- ing courses of action, i.e., increases decision-making performance.