Computer training through behavior modeling, self-paced, and instructional approaches: A field experiment

Three approaches to computer training (behavior modeling, self-paced study, and lecturing) and a no-training control condition were compared concerning their relative performance across an array of evaluation measures in a field experiment. Learning theories of K. Lewin (1951) and D. A. Kolb (1984) were used to provide theoretical bases for the training approaches and the measures of learning. Trainees were 160 novice computer users from the U.S. Naval Construction Battalion at Gulfport, Mississippi. Measures of cognitive learning and skill demonstration were highest for behavior modeling followed by the self-paced condition. Results were similar for measures collected immediately after training and 1 month after training. Satisfaction with the computer system 1 month after training was also highest for behavior modeling. Implications are discussed, especially those pertaining to transfer of cognitive and skill-based learning.