Learning performance and computer software: an exploration of knowledge transfer.
Computer studies educators have a challenging task in keeping pace with the rapidly changing content of computer software. One way to meet this challenge is to examine the nature of knowledge transfer. Instead of focusing on unique software packages, teachers could concentrate on knowledge that is l...
| Publicado en: | Computers in Human Behavior Vol. 23; no. 1; pp. 333 - 353 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Elsevier Science
January 2007
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507947550&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507947550 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07475632 JC4 jtl: Computers in Human Behavior issn: 07475632 maglogo: N pubinfo: dt: January 2007 vid: 23 iid: 1 pid: 2410 pub: Elsevier Science artinfo: ui: 507947550 10.1016/j.chb.2004.10.029 ppf: 333 ppct: 20 formats: tig: atl: Learning performance and computer software: an exploration of knowledge transfer. aug: au: Kay, Robin H. su: Computer software Concept learning Transfer of training sug: subj: Computer software Concept learning Transfer of training ab: Computer studies educators have a challenging task in keeping pace with the rapidly changing content of computer software. One way to meet this challenge is to examine the nature of knowledge transfer. Instead of focusing on unique software packages, teachers could concentrate on knowledge that is likely to transfer from one software application to another. The purpose of the current study was to describe what kind of knowledge is used in learning new software, assess the relative effectiveness of this knowledge in aiding the learning process, and examine how the results could advance educational learning theory and practice. Thirty-six adults (18 male, 18 female), representing three computer ability levels (beginner, intermediate, and advanced), volunteered to think out loud while they learned the rudimentary steps (moving the cursor, using a menu, entering data) required to use a spreadsheet software package (Lotus 1-2-3). Previous understanding of terminology, software concepts and actions, and other software packages had the largest impact, both positive and negative, on learning. A basic understanding of the keyboard and common movement keys was also important, although higher level knowledge (e.g., terms, concepts, actions) is probably necessary for significant gains in learning performance. Computer ability had little impact on the type of transfer knowledge used, except with respect to the use of software concepts and, to a lesser extent, terminology. The interaction between problem type and effectiveness of a specific transfer area suggests that identifying specific common tasks among software packages is important in detecting useful transfer knowledge. It is equally important that computer users understand labeling idiosyncrasies of these common tasks. Copyright (c) 2006 Elsevier Ltd pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|