Decision Sciences Journal
Volume 32, Number 1
Winter 2001
Testing the Interaction Effects of Task Complexity in Computer
Training Using the Social Cognitive Model
Melesa Altizer Bolt
Lucent Technologies, 1336 Thompson Lane, Forest, VA 24551, email:
maltizer@kenan.com
Larry N. Killough
Pamplin College of Business, Virginia Polytechnic Institute and
State University, Blacksburg, VA 24062-0101, email: larry@vt.edu
Hian Chye Koh
Nanyang Business School, Nanyang Technological University, Singapore
639798, email: ahckoh@ntu.edu.sg
ABSTRACT. Using a Modified Social Cognitive Theory
framework, this study examines the behavior modeling and lecture-based
training approaches to computer training. It extends the existing
Social Cognitive Model for computer training by adding the task
complexity construct to training method, prior performance, computer
self-efficacy, outcome expectations, and performance. A sample
of 249 students from a large state university served as participants
in a laboratory experiment that was conducted to determine the
task complexity*training method and task complexity*self-efficacy
interaction effects on performance. Structural equation modeling
with interaction effects was used to analyze the data. The results
show that behavior modeling outperforms lecture-based training
in a measure of final performance when task complexity is high.
Further, it is found that computer self-efficacy has a greater
positive effect on performance when task complexity is high than
when task complexity is low. Prior performance is also found
to be an important variable in the model.
Subject Areas: Cognitive Decision Models, Computer
Training, Interaction Effects of Task Complexity, Self-efficacy,
Social Cognitive Model, Structural Equation Models, and Training
Methods. |