Improving End-user Proficiency: Effects of Conceptual Training and Nature of Interaction.

Author List: Santhanam, Radhika; Sein, Maung K.;

Information Systems Research, 1994, Volume 5, Issue 4, Page 378-399.

Users of information technology form mental models that reflect their understanding and knowledge of an information system. These models affect the proficiency with which they use these systems. In this paper, we draw upon assimilation theory of learning to propose and test a two-stage model of mental model development. We examined the effects of two types of training method, namely conceptual model and procedural, and two levels of nature of interaction, namely novel and simple tasks, on end-users' proficiency in forming accurate mental models of an electronic mail system. Our results indicate that the actual mental models of the system formed by the users predict learning success instead of the type of training provided. Subjects who formed mental models that were conceptual in nature performed significantly better than those who formed mental models that were procedural. Main effects for nature of interaction were not significant. However, we observed a significant interaction effect between the models formed by the users and the nature of their interaction with the system. Our findings suggest that end-user performance is enhanced through training methods that provide good conceptual models but only if users form conceptual mental models and retain them.

Keywords: Assimilation theory; Conceptual models; Human-computer interaction; Mental models; User proficiency; User training

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List of Topics

#95	0.195	learning mental conceptual new learn situated development working assumptions improve ess existing investigates capture advanced proposes types context building acquisition
#181	0.181	outcomes theory nature interaction theoretical paradox versus interpersonal literature provides individual levels understanding dimensions addition foundation various understand productivity work
#93	0.132	performance results study impact research influence effects data higher efficiency effect significantly findings impacts empirical significant suggest outcomes better positive
#226	0.129	models linear heterogeneity path nonlinear forecasting unobserved alternative modeling methods different dependence paths efficient distribution probabilities demonstrate observed heterogeneous probability
#14	0.098	training learning outcomes effectiveness cognitive technology-mediated end-user methods environments longitudinal skills performance using effective method e-learning web-based basic ability learn
#284	0.074	users user new resistance likely benefits potential perspective status actual behavior recognition propose user's social associated existing base using acceptance