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ChatGPT, a language-learning model chatbot, has garnered considerable attention for its ability to respond to users’ questions. Using data from 14 countries and 186 institutions, we compare ChatGPT and student performance for 28,085 questions from accounting assessments and textbook test banks. As of January 2023, ChatGPT provides correct answers for 56.5 percent of questions and partially correct answers for an additional 9.4 percent of questions. When considering point values for questions, students significantly outperform ChatGPT with a 76.7 percent average on assessments compared to 47.5 percent for ChatGPT if no partial credit is awarded and 56.5 percent if partial credit is awarded. Still, ChatGPT performs better than the student average for 15.8 percent of assessments when we include partial credit. We provide evidence of how ChatGPT performs on different question types, accounting topics, class levels, open/closed assessments, and test bank questions. We also discuss implications for accounting education and research.

Students learn about the many different aspects of occupational fraud by reading the Association of Certified Fraud Examiners (ACFE) Report to the Nations on Occupational Fraud and Abuse (Report) and applying what they learn to one of two episodes of the television show Mystery Diners, which features an undercover fraud investigation in a restaurant setting. Applying the ACFE Report to a setting generally familiar to students helps them gain insight into occupational fraud. Pre-/post-test and survey results reveal that students significantly increased their knowledge of how occupational fraud is committed and detected, traits of victim organizations, characteristics of perpetrators, and case results (what actions are or are not taken against perpetrators) across two different episodes and two editions of the ACFE Report. Feedback shows students found the case valuable and enjoyable and would find more cases like this beneficial. Instructors can modify the case for other episodes (more than 100 are available) and further editions of the ACFE Report to help students learn about occupational fraud.

SYNOPSIS Because firms are likely to release both good and bad news in close proximity to each other, it is important to understand what impact a long information set of mixed directional (i.e., both good and bad news) disclosures has on nonprofessional investors' stock price valuation decisions. Previous experimental research has identified information order effects as a critical factor impacting the decisions made by nonprofessional investors. However, the efficient market hypothesis predicts that individual biases are eliminated by the presence of market incentives, an element that is missing in prior studies on the effects of long information sets disclosures. Consequently, this study seeks to understand if and how order effects prevail in a market setting that includes economic incentives. Our findings indicate that initial primacy effects revert to recency effects over time. These results offer insights regarding how nonprofessional investors process mixed information disclosures over time and should be of interest to firm managers and investors, since firms that release information to investors want to know what effects, if any, information order/disclosure patterns have on investors' long-term firm valuations. Data Availability: Data are available from the first author upon request.

This case helps AIS students better understand the usefulness of the fraud triangle for identifying signs or “red flags” of potential misappropriation of assets. Students watch two video clips and read related transcript excerpts about two individuals who misappropriated assets at their respective places of employment. One clip is from an episode of The Dr. Phil Show, while the other is from an episode of The Montel Williams Show. Students are required to identify red flags that are present in each respective interview and that indicate pressures, opportunities, and rationalizations (the three sides of the fraud triangle) for committing misappropriation of assets.

In this case, students develop their understanding of how occupational fraud is committed and detected. They also learn about the traits of victim organizations and characteristics of fraud perpetrators. The students develop their understanding of occupational fraud by applying concepts in the most recent edition of the Association of Certified Fraud Examiners (ACFE) Report to the Nations on Occupational Fraud and Abuse (ACFE 2012, hereafter referred to as the Report) to two daytime television talk show episodes in which the hosts (Montel Williams and Dr. Phil) interview individuals convicted of occupational fraud. The results of data collected reflect that students completing the case significantly increased their knowledge about how occupational fraud is committed and detected. Students also significantly increased their knowledge of traits of victim organizations and characteristics of fraud perpetrators. Students reported it was a valuable educational experience to apply knowledge gained to two real situations as documented on daytime television talk show episodes. They also enjoyed the case and thought they would benefit from more cases like this one.

This instructional case explores auditors' legal liability under the Securities Exchange Act of 1934 by asking students to assume the role of either the plaintiffs' (investors') or defendants' (Ernst & Young's) legal counsel. By using publicly available documents and testimony (provided on a dedicated website for this instructional case) in their arguments, students not only explore in depth one of the more egregious accounting scandals of the new millennium, but also are exposed to the plaintiff's burden of proof and the defendant's defenses in a Rule 10b-5 action. Additionally, by understanding the root causes of the fraud and why it took so long to uncover, students can better understand a number of the provisions set forth by the Sarbanes-Oxley Act of 2002. Results of a student survey after completion of the case indicate that case objectives were met. Students also report enjoying the case materials and welcoming other cases using similar types of materials.

This study reports on the implementation of computerized testing in an introductory managerial accounting course. Students were surveyed about their perceptions of computerized testing after taking two major computerized exams. Results show that students perceived both negative and positive aspects about computerized testing, and overall perceptions tended to be more negative than positive. Clear differences in student perceptions existed when analyzing results by instructor, indicating that individual instructors can manage student perceptions about computerized testing. Suggestions for addressing negative student perceptions are provided for accounting educators who are considering the use of computerized testing in introductory courses.

This study identifies and examines accounting information systems (AIS) dissertations from 1986 through 2000 by research topic and method to provide insights into their contribution to accounting knowledge. This examination also identifies key universities where AIS dissertations have been produced by accounting faculty. AIS dissertation data are compared to Samuels and Steinbart (2002), which examines articles in the Journal of Information Systems (JIS) by AIS research topics and methods over the same period, as well as to articles in the International Journal of Accounting Information Systems (IJAIS) (formerly Advances in Accounting Information Systems). Results indicate evidence of mirror, lead, and lag effects over the timeframe of study between AIS dissertations and JIS and IJAIS articles with respect to research topics covered and methods utilized. Publication rates for these dissertations in JIS and IJAIS are also provided. Finally, this study presents comparisons to other accounting dissertation studies.

This study investigates whether internal control reliability affects information system audit hours and fees. Based on archived workpaper data from 60 clients of an international auditing firm we provide quantifiable evidence that well-designed internal controls that are in place and operating effectively lead to decreased information system control assessment effort and lower assessment fees. The information system audit fee savings we document may be considered a significant benefit by companies determining the merit of an investment in information system controls.

Computer attitudes are measured before students take an introductory AIS course. Attitudes are positive, regardless of gender or traditional vs. non-traditional student status. No difference is noted by gender, but non-traditional students have more positive attitudes. Prior computer experience appears to explain these findings. Attitudes are measured again at semester end. Attitudes either remain the same or slightly improve for respective subgroups studied. Little if any gender difference exists, but the gap by student status is slightly greater. Impact of findings on AIS education is discussed.

This study examines the influence of assessed information technology (IT) control reliability on financial statement audit effort and fees. Since SAS 94 requires auditors to consider an auditee’s use of IT controls during audit planning, this study seems highly relevant. Using archived audit workpaper documentation, our results show that IT control strength assessments are inversely associated with control risk assessments, audit hours, and fees. Results also show that both the control risk and IT control strength assessments have similar influence on hours and fees.

Both Section 409 of the Sarbanes-Oxley Act (2002) and Regulation Fair Disclosure (2000) were created to significantly improve the timeliness of disclosures and help specify which events should be deemed material. We examine if nonprofessional investors can correctly discriminate-and subsequently assess-material events from immaterial events. We conduct a series of experimental asset markets where participants acting as investors are presented with sequential pieces of information regarding events that are either material or immaterial (as defined by the SEC). Our findings indicate that nonprofessional investors do not accurately discriminate between material and immaterial events as reflected by trading prices. Also, we find that subsequent disclosures increase investors' pre-disclosure knowledge base resulting in an increase in homogeneity of investors' beliefs at the end of a sequence relative to the beginning of the sequence. The increase in the homogeneity of beliefs results in relatively lower trading volume.