Course Number: 2025 TI | Hatem Ben Aghil | MIS 101: Computer Information Systems for Management | AI Integration. Interactive Learning. Excel & Tableau Analytics..

Course Description

MIS 101 introduces students to the role of information systems in business decision-making and operations. This AI-integrated edition emphasizes how emerging AI tools augment traditional MIS functions, including data management, analytics, enterprise systems, and business process automation. Students gain both conceptual understanding and hands-on experience with Excel, Tableau, and AI-enhanced platforms, preparing them to become responsible, future-ready business professionals.

Overview of the Redesign Project

The redesign of MIS 101 was motivated by the need to align the course with current trends in AI-driven business analytics and the university’s goals for innovative, technology-enhanced learning. I redesigned the course modules, assignments, and learning activities to include AI-assisted data analysis, Tableau dashboards, and Excel-based financial modeling. The project introduced interactive e-learning components and gamified practice sessions to strengthen engagement and digital literacy.

This redesign aligns with departmental and college goals to integrate data analytics, applied AI, and experiential learning across the business curriculum, supporting the broader campus initiative of preparing students for an AI-powered professional environment.

Assessment of the Redesign Project

Evidence of Instructional Change
Before and After Comparison	Student Engagement Evidence	Learning Outcomes Assessment
The impact of the redesign was evaluated through a multi-layered approach combining student performance analytics, engagement metrics, and reflective feedback. Assessment data were collected from Tableau dashboards, Excel-based assignments, and Canvas activity logs to capture both quantitative and qualitative evidence of learning gains. This approach allowed for direct comparison between traditional course structures and the new AI-gamified learning environment, measuring how interactive analytics tools improved comprehension, participation, and skill retention.	Gamified Tableau Placeholder	Grade Improvement Chart Placeholder
Engagement via Gamified Tableau Dashboards The introduction of gamified Tableau leaderboards significantly enhanced motivation and collaboration. The leaderboard system rewarded students for creating insightful dashboards, correct use of parameters, and creative visualization design. Class participation rates rose by 31%, and more than 80% of students voluntarily revised and improved their dashboards after peer feedback. Students described the experience as “competitive but fun,” reflecting an increased sense of ownership and curiosity about data analytics. Learning Outcomes and Skill Development End-of-term reflections and surveys indicated clear gains in data literacy and applied analytics skills: Critical Thinking: Students more effectively connected business problems to analytical methods. Technical Proficiency: Most participants achieved proficiency in both Tableau and Excel analytics within one semester. Ethical Awareness: Integration of AI-based tools prompted discussions about responsible data use, transparency, and bias in analytics.	Gamified Tableau dashboard boosted student motivation and collaboration	Average scores improved by 18% after redesign; student feedback indicated higher confidence in analytics skills

Metrics
Assessment Metric	Pre-Redesign (Traditional Format)	Post-Redesign (AI + Gamified Tableau)
Average Assignment Completion Rate	72%	94%
Average Grade (B- or higher)	78%	90%
Active Class Participation	64%	95%
Student-Reported Engagement	Moderate	Very High
Conceptual Retention (Quiz Scores)	70%	88%

Reflection

The redesign project has been a significant success in fostering student engagement and applied learning. Students demonstrated stronger analytical skills, improved digital literacy, and a higher level of class participation through AI-based exercises and interactive dashboards. One of the key challenges was managing technical readiness and varying skill levels, which I addressed by integrating step-by-step video tutorials and in-class practice labs.

Through this process, I gained a deeper understanding of how to blend pedagogical design with emerging technologies effectively. My next steps involve expanding this redesign into an interactive eBook and AI-powered learning platform to create a scalable model for other MIS and business courses.

Faculty Biography

This table includes my faculty biography.
Hatem Ben Aghil	Business Analytics Strategist and Executive Doctorate in Business Administration (EDBA) candidate with advanced research focus on leveraging AI tools to detect and mitigate bias in social media and to support institutional change. Experienced educator and practitioner with a strong background in business analytics, project management, and Scrum methodology, combining academic expertise with industry-tested leadership skills. Adept at designing data-driven strategies, integrating emerging technologies, and guiding organizational transformation. Recognized for bridging technical insight and strategic vision to deliver innovative, equity-focused solutions that enhance decision-making and institutional effectiveness.

**Program Sponsors**
	This work was supported by: Sacramento State Academic Affairs - Center for Teaching and Learning