Abstract
This article introduces the concept of information technology (IT) training sequencesand examines how sequencing of conceptual and procedural training impact IT task performance, user satisfaction and users' self-efficacy. Using assimilation theory, we develop four hypotheses related to training sequences. These hypotheses were then tested in a database design context using a quasi-experimental study involving student subjects. Empirical results demonstrate improved far-transfer andnear-transfer task performance and higher self-efficacy for subjects trained in the conceptual-procedural sequence vs. the reverse sequence, though user satisfaction was not significantly different between the two sequences. Implications for IT training research are discussed.
Original language | English |
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Title of host publication | Integrating Information & Communications Technologies Into the Classroom |
Editors | Lawrence Tomei |
Number of pages | 22 |
Place of Publication | Hershey, PA USA |
Publisher | Idea Group Publishing |
Publication date | 2007 |
Pages | 111-132 |
ISBN (Print) | 1-59904-258-4 |
Publication status | Published - 2007 |