Conceptual Versus Procedural Software Training for Graphical User Interfaces: A Longitudinal Field Experiment.

Author List: Olfman, Lorne; Mandviwalla, Munir;
MIS Quarterly, 1994, Volume 18, Issue 4, Page 405-426.
Graphical user interfaces (GUIs) are rapidly becoming ubiquitous in organizations. Most of what we know about software training comes from studies of command-line interfaces. This paper compares concept-based versus procedure-based content of training materials. Concept-based materials define the nature and associations of the objects in the interface, while procedure-based materials define how specific tasks are carried out. This comparison was done using a field experiment. Eighty-two volunteers participated in a three-week Windows training program and completed a follow-up questionnaire seven months later. The results show that the amount learned in such sessions is a function of neither concept-based nor procedure-based training. GUI training should provide both kinds of information because trainees need to learn both. In addition, trainers should be aware of an apparent early plateau in learning the Windows GUI.
Keywords: computer literacy; direct manipulation; end users; graphical user interface; longitudinal study; user behavior; User training
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List of Topics

#283 0.290 interface user users interaction design visual interfaces human-computer navigation human need cues studies guidelines laboratory functional developed restricted know guided
#14 0.249 training learning outcomes effectiveness cognitive technology-mediated end-user methods environments longitudinal skills performance using effective method e-learning web-based basic ability learn
#276 0.102 satisfaction information systems study characteristics data results using user related field survey empirical quality hypotheses important success various indicate tested
#102 0.098 choice type functions nature paper literature particular implications function examine specific choices extent theoretical design discussion value widely finally adopted
#279 0.075 field work changes new years time change major period year end use past early century half traditional areas established strong