Canadian Journal of Learning and Technology - Volume 33(1) - Winter / hiver 2007 - A Formative Analysis of Resources Used to Learn Software

Oct 15, 2026

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A comprehensive, formal comparison of learning resources for computer software has not been fully researched. This study evaluated seven key resources—human assistance, the manual, the keyboard, the screen, the software interface beyond the main menu, the main menu, and software help—with 36 adults of beginner, intermediate, and advanced ability levels who learned basic spreadsheet tasks. Results showed the main menu, screen, and manual were most effective, while software help was least effective, with differences by ability level and gender.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages29

Reading Time1 h 13 min

AccessFree to download

Abstract

Overview

Purpose and Research Design

Key Resources and Effectiveness

Canadian Journal of Learning and Technology Volume 33( 1 ) Winter / hiver 2007 A Formative Analysis of Resources Used to Learn Software Robin Kay Authors Robin Kay is an assistant profession in the Faculty of Education, at the University of Ontario Institute of Technology, Oshawa, Ontario . Correspondence regarding this article can be addressed by e mail to: robin. kay@uoit.ca Abstract Abstract: A comprehensive, formal comparison of resources used to learn computer software has yet to be researched. Understanding the relative strengths and weakness of resources would provide useful guidance to teachers and students . The purpose of the current study was to explore the effectiveness of seven key resources : human assistance, the manual, the keyboard, the screen, the software ( other than main menu) , the software main menu, and software help. Thirty six adults (18 male, 18 female ) , representing three computer ability levels (beginner, intermediate, and advanced) , volunteered to think out loud while they learned, for a period of 55 minutes, the rudimentary steps ( moving the cursor, using a menu, entering data) required to use a spreadsheet software package ( Lotus 1 2 3) . The main menu, the screen, and the manual were the most effective resources used. Human assistance produced short term gains in learning but was not significantly related to overall task performance . Searching the keyboard was frequently done, but was relatively ineffective for improving learning. Software help was the least effective learning resource . Individual differences in using resources were observed with respect to ability level and gender. Ré sumé : Aucune comparaison complète et officielle des ressources utilis é es dans l’apprentissage des logic ie ls informatiques n’a encore ét é effectué e . La compréhension des forces et des faiblesses relatives des ressources pourrait être utile pour les enseignants et les étudiants . Lapré sente étude avait pour objet d’examiner l’efficacit é des sept ressources principales : l’aide des pairs, le manuel, le clavier, l’é cran, le logiciel ( autre que le menu principal) , le menu principal du logic ie l et l’aide sur le logiciel. Trente six adultes (dix‑huit hommes et dix hu it femmes) de trois niveaux d’ha bileté s différents avec les ordinateurs (débutant, intermédiaire et avancé) se sont porté s volontaires pour faire part de leurs commentairestandis qu’ils apprenaient, pendant 55 minutes, les étapes rudimentaires (déplacer le curseur, utiliser un menu, saisir des donné es) né cessaires à l’utilisation d’un progiciel tableur ( Lotus 1 2 3) . Le menu principal, l’é cran et le manuel se sont avé ré s être les ressources les plus efficaces . L’aide despairs n’a permis d’effectuer que des gains à court terme en apprentissage mais elle n’était pas vraiment liée à l’exé cution globale des t â ches . Le clavier a ét é examiné ré gulièrement mais a peu contribué à l’amélioration del’apprentissage . L’aide sur le logic ie l a ét é la ressource d’apprentissage la moi ns efficace . On a o bservé des différences dans l’utilisation des ressources selon le niveau d’ha bileté et le genre . Overview The role of information and communication technology (ICT) education is becoming increasingly important ( Bannert, 2000; Lambrecht, 1999; Oblinger & Maruyama, 1996) . According to the 2002 US Economic Census, approximately 15 billion dollars is spent on improving the computer skills of employees . As well, most computer users have to deal with major software changes every 6–18 months ( Bellis, 2004; Franzke & Rieman, 1993) . The most typical response of institutions to the need for ICT education is to focus on developing effective “stand and deliver” training programs ( Mahaptra & Lai, 2005; Niederman & Webster, 1998; Olfman, Bostrom, & Sein, 2003) , however there is some evidence to suggest that this teaching approach is not particularly effective ( Olfman & Bostrom, 1991; Olfman & Manviwalla, 1995; Sha

FAQs

What was the purpose of the study on software learning resources?

The study explored the effectiveness of seven key resources used to learn software, and assessed how these resources relate to learning outcomes for different users.

Which resources were found to be most effective and least effective?

The main menu, the screen, and the manual were the most effective resources, while software help was the least effective.

How did ability level and gender affect the use and outcomes of resources?

Individual differences were observed in how resources were used and their learning impact, varying with computer ability level and gender.

Oct 15, 2026

Uploaded by SANS