Tim Klaus, Chuleeporn Changchit

Sandbox Environments in an ERP System Context: Examining User Attitude and Satisfaction

Introduction

Sandbox environments in an erp system context: examining user attitude and satisfaction. Explore user attitude and satisfaction with ERP sandbox environments for training effectiveness. This study analyzes learning financial concepts using the Technology Acceptance Model.

Abstract

Enterprise Resource Planning (ERP) systems are large complex software packages that are widely usedin organizations today. Due to the complexity, sandbox environments are often used for training on ERPsystems. This study examines the effectiveness of training using a sandbox environment, specifically examininguser attitudes, users’ perception of financial knowledge gained, and user satisfaction in the ERP environmentwhile learning financial concepts. The theoretical framework is based on the Technology Acceptance Modelwith additional factors predicted to impact users’ attitude and satisfaction. Data were collected from 124subjects who voluntarily participated in the study. Structural Equation Modeling was used to analyze the data.The results of this study should help organizations understand the factors impacting user attitudes on ERPtraining leading to higher self‑perception of knowledge gains and task completion satisfaction. In addition, thisstudy provides the results of using ERP systems as a tool for financial education.

Review

This study addresses a highly relevant issue within contemporary organizational contexts, given the widespread adoption and inherent complexity of Enterprise Resource Planning (ERP) systems. The paper clearly articulates its objective: to examine the effectiveness of sandbox environments for ERP training, specifically focusing on user attitudes, perceived financial knowledge acquisition, and overall user satisfaction. The decision to ground the research in the Technology Acceptance Model (TAM), augmented by additional predictive factors, provides a solid theoretical foundation for investigating these critical relationships. The chosen quantitative methodology, involving data collection from 124 subjects and analysis via Structural Equation Modeling (SEM, indicates a rigorous approach to exploring the proposed hypotheses. The potential contributions of this research are significant, offering valuable insights for organizations grappling with optimizing their ERP training programs. By identifying factors that influence user attitudes towards ERP training, the study can directly inform the design and delivery of more effective educational interventions, ultimately leading to higher self-perception of knowledge gains and enhanced task completion satisfaction. Furthermore, the abstract highlights a particularly interesting and unique dimension of the research: its exploration of ERP systems as a practical tool for financial education. This perspective could broaden the understanding of ERP systems' utility beyond mere operational management, positioning them as facilitators of specific domain knowledge. While the abstract presents a compelling overview, a comprehensive review would benefit from further detail in the full manuscript regarding several key aspects. Specifically, understanding the demographic and professional context of the 124 subjects (e.g., students, new hires, experienced employees), the specific ERP system examined, and the nature of the financial concepts taught would be crucial for assessing the generalizability and applicability of the findings. Elaboration on the "additional factors" extending the TAM and the precise design of the sandbox environment would also strengthen the theoretical and methodological contributions. Finally, while the study focuses on immediate outcomes, the full paper might consider discussing implications for long-term knowledge retention and the transferability of skills from the sandbox to actual work environments, potentially outlining avenues for future longitudinal research.

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