An Empirical Study of the Effects of Training Sequences on Database Training Tasks and User Outcomes

2008 ◽  
pp. 2124-2139
Author(s):  
Clive C. Sanford ◽  
Anol Bhattacherjee
Keyword(s):  
Task Performance ◽  
User Satisfaction ◽  
Self Efficacy ◽  
Transfer Task ◽  
Far Transfer ◽  
Near Transfer ◽  
Training Sequences ◽  
Quasi Experimental ◽  
Training Research ◽  
Performance Satisfaction

This paper introduces the concept of IS training sequences and examines how sequencing of conceptual and procedural training impacts task and user outcomes. Building on assimilation theory, we propose four hypotheses, relating training sequences to task performance, satisfaction, and self-efficacy, and test them using a quasi-experimental study in a database design context. Our empirical results suggest that subjects trained in the conceptual-procedural sequence achieve better far-transfer and near-transfer task performance and higher self-efficacy than those trained in the reverse sequence, although user satisfaction is not significantly different between the two groups. Implications for IS training research and practice are discussed.

Training Sequences and ther Effects on Task Performance and User Outcomes

2008 ◽  
pp. 2845-2862
Author(s):  
Clive Sanford ◽  
Anol Bhattacherjee
Keyword(s):  
Task Performance ◽  
User Satisfaction ◽  
Self Efficacy ◽  
Transfer Task ◽  
Training Sequences ◽  
Sequence Versus ◽  
Quasi Experimental ◽  
It Training ◽  
Training Impact ◽  
Student Subjects

This article introduces the concept of IT training sequences and 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 and near transfer task performance and higher self-efficacy for subjects trained in the conceptual-procedural sequence versus the reverse sequence, though user satisfaction was not significantly different between the two sequences. Implications for IT training research are discussed.

Training Sequences and ther Effects on Task Performance and User Outcomes

2011 ◽  
pp. 112-134
Author(s):  
Clive Sanford ◽  
Anol Bhattacherjee
Keyword(s):  
Task Performance ◽  
User Satisfaction ◽  
Self Efficacy ◽  
Transfer Task ◽  
Training Sequences ◽  
Sequence Versus ◽  
Quasi Experimental ◽  
It Training ◽  
Training Impact ◽  
Student Subjects

This article introduces the concept of IT training sequences and 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 and near transfer task performance and higher self-efficacy for subjects trained in the conceptual-procedural sequence versus the reverse sequence, though user satisfaction was not significantly different between the two sequences. Implications for IT training research are discussed.

Learning Transfer of Computer Skills: Examining the Impact of Multilevel Computer Self-Efficacy Beliefs

2005 ◽  
Vol 04 (02) ◽  
pp. 125-132
Author(s):  
Bassam Hasan
Keyword(s):  
Transfer Learning ◽  
Self Efficacy ◽  
Positive Relationship ◽  
Computer Training ◽  
Far Transfer ◽  
Near Transfer ◽  
Computing Skills ◽  
The Impact ◽  
Training Practice ◽  
Computer Self Efficacy

The information systems literature has demonstrated a positive relationship between an individual's computer self-efficacy (CSE) and his/her ability to learn new computing skills. However, most past studies have overlooked the multilevel nature of the CSE construct and have not differentiated between near-transfer and far-transfer learning of computing skills. Accordingly, this study focuses on these two issues by investigating the impact of two levels of CSE (general and software specific) on two types of learning (near- and far-transfer) in computer training. The results of an experiment conducted to empirically test the relationships hypothesised among the study variables showed that software-specific CSE had significant effects on near-transfer and far-transfer learning and software-specific self-efficacy. In contrast, general CSE was found to have a significant effect on far-transfer learning only. The results provide valuable implications of computer training practice and research.

scholarly journals Cognitive training: Methodological and substantive issues

2020 ◽  
Author(s):  
Fernand Gobet ◽  
Giovanni Sala
Keyword(s):  
Cognitive Training ◽  
Cognitive Enhancement ◽  
Computer Modelling ◽  
Detailed Data ◽  
Far Transfer ◽  
Apparent Lack ◽  
Behavioural Interventions ◽  
Near Transfer ◽  
Training Research ◽  
Meta Analyses

Green et al. (2019) provide methodological recommendations for improving research on the effects of behavioural interventions aimed at cognitive enhancement. After addressing some points made by Green et al. with which we (partially) disagree, we discuss additional recommendations for making progress in cognitive training research, focusing on the use of computer modelling and the analysis of detailed data to understand participants’ knowledge and strategies. We then discuss the importance of using meta-analyses to understand the effects of cognitive training and show that meta-analyses have resolved the apparent lack of consensus in the field. Finally, taking a broader perspective, we conclude that the available empirical evidence on cognitive training and other fields of research suggests that the likelihood of finding reliable and robust far-transfer effects is low. Thus, research efforts should be redirected to near transfer or to other methods for improving cognition.

Task-Switching Training and Transfer

2018 ◽  
Vol 32 (3) ◽  
pp. 106-130 ◽  
Author(s):  
Zsófia Anna Gaál ◽  
István Czigler
Keyword(s):  
Older Adults ◽  
Young Adults ◽  
Cognitive Training ◽  
Task Switching ◽  
Difficulty Level ◽  
Training Procedure ◽  
Far Transfer ◽  
Near Transfer ◽  
Related Potentials ◽  
Transfer Tasks

Abstract. We used task-switching (TS) paradigms to study how cognitive training can compensate age-related cognitive decline. Thirty-nine young (age span: 18–25 years) and 40 older (age span: 60–75 years) women were assigned to training and control groups. The training group received 8 one-hour long cognitive training sessions in which the difficulty level of TS was individually adjusted. The other half of the sample did not receive any intervention. The reference task was an informatively cued TS paradigm with nogo stimuli. Performance was measured on reference, near-transfer, and far-transfer tasks by behavioral indicators and event-related potentials (ERPs) before training, 1 month after pretraining, and in case of older adults, 1 year later. The results showed that young adults had better pretraining performance. The reference task was too difficult for older adults to form appropriate representations as indicated by the behavioral data and the lack of P3b components. But after training older adults reached the level of performance of young participants, and accordingly, P3b emerged after both the cue and the target. Training gain was observed also in near-transfer tasks, and partly in far-transfer tasks; working memory and executive functions did not improve, but we found improvement in alerting and orienting networks, and in the execution of variants of TS paradigms. Behavioral and ERP changes remained preserved even after 1 year. These findings suggest that with an appropriate training procedure older adults can reach the level of performance seen in young adults and these changes persist for a long period. The training also affects the unpracticed tasks, but the transfer depends on the extent of task similarities.

Outcomes of Community-Based Youth Empowerment Programs Adopting Design Thinking: A Quasi-Experimental Study

2021 ◽  
pp. 104973152110014
Author(s):  
Siu-ming To ◽  
Xiaoyu Liu
Keyword(s):  
Self Efficacy ◽  
Design Thinking ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Youth Empowerment ◽  
Control Groups ◽  
Community Based ◽  
Quasi Experimental ◽  
Creative Self ◽  
Experimental Group

Purpose: Using a nonrandomized control group pretest–posttest assessment, this study aimed to examine the outcomes of community-based youth empowerment initiatives that were informed by design thinking. Method: A total of 553 youth living in Hong Kong were recruited to participate in this study. Among them, 213 youth self-selected to join the experimental group, and 340 youth joined the two control groups. Multivariate analysis of covariance and post hoc group comparisons were used to examine the differences among the three groups at the posttest assessment. Results: The results indicate a positive improvement in creative self-efficacy among participants of the experimental group compared to the two control groups. Significant differences were also found between the experimental group and the second control group in terms of youth–adult partnerships and youth empowerment in the community. Conclusion: Youth empowerment programs informed by design thinking may reinforce self-efficacy beliefs by encouraging youth to bring about innovations in their community.

Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations

Healthcare ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 37
Author(s):  
Diana Jiménez-Rodríguez ◽  
Mercedes Pérez-Heredia ◽  
María del Mar Molero Jurado ◽  
María del Carmen Pérez-Fuentes ◽  
Oscar Arrogante
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Virtual Simulation ◽  
Emotional Understanding ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Simulation Based ◽  
Post Test ◽  
Quasi Experimental

During the COVID-19 confinement, we converted our clinical simulation sessions into simulated video consultations. This study aims to evaluate the effects of virtual simulation-based training on developing and cultivating humanization competencies in undergraduate nursing students. A quasi-experimental study was conducted with 60 undergraduate nursing students. A validated questionnaire was used to evaluate the acquisition of humanization competencies (self-efficacy, sociability, affection, emotional understanding, and optimism). The development of humanization competencies in this group composed of undergraduate nursing students was evaluated using virtual simulation-based training, comparing the levels obtained in these competencies at baseline (pre-test) and after the virtual simulation experience (post-test). After the virtual simulation sessions, students improved their levels in humanization total score and the emotional understanding and self-efficacy competencies, obtaining large effects sizes in all of them (rB = 0.508, rB = 0.713, and rB = 0.505 respectively). This virtual simulation modality enables training in the humanization of care with the collaboration of standardized patients in the form of simulated nursing video consultations and the performance of high-fidelity simulation sessions that comply with the requirements of best practices. Therefore, this methodology could be considered as another choice for virtual simulation. Additionally, this virtual modality could be a way to humanize virtual simulation.

scholarly journals Study of the Effectiveness of the Cognitive Behavioral Therapy on Self Efficacy and Pain among Children Suffering from Cancer

2016 ◽  
Vol 9 (5) ◽  
pp. 33
Author(s):  
Kosar Bardideh ◽  
Fatemeh Bardideh ◽  
Keivan Kakabaraee
Keyword(s):  
Cognitive Behavioral Therapy ◽  
Self Efficacy ◽  
Behavioral Therapy ◽  
Pain Scale ◽  
Cognitive Behavioral ◽  
Control Group ◽  
Children With Cancer ◽  
Research Population ◽  
Quasi Experimental ◽  
Experimental Group

<p><strong>OBJECTIVE: </strong>The aim of the present study is to investigate the effectiveness of the cognitive behavioral therapy on pain reduction and the elevation of self efficacy among children who suffer from cancer.</p><p><strong>METHOD:</strong> The present study adopts a quasi experimental pretest-posttest two group design .The research population consists of all 9-11 year old children with cancer who admitted to Tehran specialized cancer treatment centers in 2015. From those eligible in this study 40 were selected at hand and were randomly divided to two experimental and control groups (20 for experimental group and 20 for control group). Kuris self-efficacy questionnaire and Oucher pain scale were employed for data collection and multivariate and single-variant analyses of covariance have been used for data analysis.</p><p><strong>RESULTS:</strong> The results showed that the cognitive behavioral therapy has resulted in ease of pain and rise of efficacy among the experimental group (P˂ 0.01).</p><p><strong>CONCLUSION:</strong> Based on findings it can be deduced that cognitive behavioral therapy has a significant impact on this group of patients and this treatment can be employed as an appropriate solution in order to reduce the symptoms of children with cancer and ultimately to treat cancer.</p>

Classification and Seriation Instruction and Logical Task Performance in the Preschool

1974 ◽  
Vol 11 (4) ◽  
pp. 379-393 ◽  
Author(s):  
Ann M. Bingham-Newman ◽  
Frank H. Hooper
Keyword(s):  
Task Performance ◽  
Transfer Of Training ◽  
Instructional Condition ◽  
Verbal Intelligence ◽  
Training Design ◽  
Transfer Effects ◽  
Instructional Programs ◽  
Far Transfer ◽  
School Location ◽  
Concrete Operations

The efficacy of small group instructional programs in classificatory, seriation, and combined class/series skills was evaluated for a sample of 60 urban, middle-class 4- to 5-year-old children in a transfer of training design. Significant specific transfer effects were found for the seriation instructional condition whereas little differences were found for the classification, verbal intelligence, and far transfer conservation task measures. Sex differences, school location effects, teacher biases, and pretesting effects were generally absent. The apparent feasibility of seriation skill instruction for preschool aged children and the general non-effectiveness of the classificatory and combined instructional conditions, particularly insofar as far transfer effects are concerned, suggests a nonunitary picture of cognitive functioning during the transitionary phases between preoperational and concrete operations period thought.

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