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The study aims to assess how expert systems influence experiential learning among novice auditors.

The impact of expert system usage on experiential learning in an auditing setting.

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The study aims to assess how expert systems influence experiential learning among novice auditors.
191 upper-level accounting students participated in a five-week experimental trial.
Four decision aid treatments were applied: no aid, questionnaire, expert system without explanation, and expert system with explanation.
Feedback was evaluated in two forms: outcome feedback only and a combination of task properties and outcome feedback.
Students using expert systems (with and without explanations) significantly outperformed the control and questionnaire groups in post-test evaluations.
The analysis showed enhanced accuracy and decreased evaluation time for those in expert system groups compared to controls.
No significant differences were detected regarding the feedback treatments.

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Randomized trial evaluates how expert systems enhance experiential learning in novice auditors, indicating improved decision-making skills.

Eining et al. (1991) studied this question.

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Randomized trial evaluates how expert systems enhance experiential learning in novice auditors, indicating improved decision-making skills.