Login

Publications  •  Project Statistics

Glossary  •  Schools  •  Disciplines
People Search: 
   
Title/Abstract Search: 

Dissertation Information for Danielle Bernstein

NAME:
- Danielle Bernstein

DEGREE:
- Ph.D.

DISCIPLINE:
- Library and Information Science

SCHOOL:
- Rutgers University (USA) (1990)

ADVISORS:
- Nicholas Belkin

COMMITTEE MEMBERS:
- Jeffrey Smith
- Brent D. Ruben
- Yakov M. Epstein

MPACT Status: Fully Complete

Title: Understanding spreadsheets: Effects of power users' learning style and computer training on performance and mental model acquisition

Abstract: The availability of microcomputers and an abundance of software packages have combined to give users powerful problem-solving capabilities. A new group of computer users, power users, has been defined; noncomputer professionals who run several software applications in a business day and are computer literate but not enthralled by the machine. How do power users learn and cope with the proliferation of software?

Current research in the learning of computer software has concentrated on one of two distinct areas: the construction and impact of appropriate mental models of computer systems, and the learning style of specific computer user groups. This study combines the two areas and centers on the effects of the interaction between learning styles and training methods of power users on their application of computer software; in particular, a spreadsheet program. The outcomes of interest are performance on the system, development of an appropriate mental model of the system and affective measures.

Two classes of management science students (51 subjects) at a state college were taught a spreadsheet package: one class in a conceptual manner and one in a procedural manner. Their preferred learning style was assessed by administering Kolb's Learning Style Inventory (L.S.I.) and by asking them to place themselves on a scale relative to whether they like to learn by trial and error (a procedural manner) or by reading and understanding the package first (a conceptual manner). The students were then tested in their use and understanding of spreadsheets.

Results showed that students who understood their learning styles and thought that it was the best way to learn for them (regardless of whether it was a conceptual or procedural style) performed better in all measures than those who had mixed or unfocused learning styles. Kolb's L.S.I. produced no practical results. The results also suggested that procedural training might be more advantageous for a category of interactive, menu-driven software packages exemplified by a spreadsheet. Future research and implications for training are discussed.

MPACT Scores for Danielle Bernstein

A = 0
C = 0
A+C = 0
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2008-01-31 06:09:58

Advisors and Advisees Graph

generating graph, please reload

Students under Danielle Bernstein

ADVISEES:
- None

COMMITTEESHIPS:
- None