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The importance of individual differences in developing computer training programs for end users

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dc.contributor.advisor Gattiker, Urs
dc.contributor.author Kelley, Helen Marie
dc.contributor.author University of Lethbridge. Faculty of Arts and Science
dc.date.accessioned 2007-04-11T21:07:11Z
dc.date.available 2007-04-11T21:07:11Z
dc.date.issued 1994
dc.identifier.uri http://hdl.handle.net/10133/55
dc.description x, 99 leaves : ill. ; 28 cm. en
dc.description.abstract Research emphasises that effective and efficient end-user training is a vital component of the successful utilization of computer technology and that individual differences (e.g., learning styles, cognitive reasoning schemata) may effect the outcomes of end-user training. This study investigates the relationships between end users' Motivational Intent to use computer technology and individual differences. End users' Motivational Intent to use computer technology is significantly different for between-subjects grouped according to their level of anxiety (i.e., positive, neutral, negative). The empirical results indicate that end users' scholastic ability is an important predictor of the incremental change over time to end users' Motivational Intent to use computer technology. End users' learning styles impact the incremental change over time to end users' Motivational Intent to use computer technology. The results suggest that the tailoring of end-user training methods, techniques and materials to accomodate individual differences may be beneficial and worthwhile. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 1994 en
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Arts and Science) en
dc.subject End-user computing en
dc.subject Dissertations, Academic en
dc.title The importance of individual differences in developing computer training programs for end users en
dc.type Thesis en
dc.publisher.faculty Management

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