Instruction on Using On-line Help and Its Impact on Computer Novices' Ability to Complete Unfamiliar Computer Tasks
Abstract
The purpose of the present study was to investigate the impact of instruction on the use of on-line help on computer novices' ability to complete unfamiliar computer tasks. The use of on-line help can be limited by the systems used for accessing help within a given software. A menu based system is difficult to navigate for large or complex software due to the large number of menus and submenus needed. Keyword access systems can be confusing for users with limited vocabulary and knowledge of computers. Participants in this study were enrolled in a beginning computer course. They were exposed to a brief instructional package, then tested on their ability to develop keywords for use in accessing on-line help and on their ability to complete unfamiliar computer problems. An exit questionnaire was used to see if the participants had made use of help when working on the unfamiliar tasks. Participants were divided into a control group and two types of treatments, one learner controlled and one program controlled. Subjects who completed either of the treatments scored significantly better than did the control group on their ability to develop appropriate keywords and, in the case of the learner controlled group, were significantly more likely to use help in resolving unfamiliar computer problems. The performance of the two treatment groups on unfamiliar tasks did not, however, significantly improve over a control group. Given the brief, non-intrusive nature of the treatment materials and the improved ability to make use of help it generated, it is suggested that instruction on the use of on-line help be considered a topic appropriate for use in the computer literacy classroom.
Degree
Ph.D.
Advisors
Newby, Purdue University.
Subject Area
Business education|Educational technology|Instructional Design|Education
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