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Ask and You Will Receive: Training Novice Adults to use a PDA in an Active Learning Environment

Ask and You Will Receive: Training Novice Adults to use a PDA in an Active Learning Environment

Katrin Arning, Martina Ziefle
Copyright: © 2010 |Volume: 2 |Issue: 1 |Pages: 27
ISSN: 1942-390X|EISSN: 1942-3918|ISSN: 1942-390X|EISBN13: 9781616929534|EISSN: 1942-3918|DOI: 10.4018/jmhci.2010100602
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MLA

Arning, Katrin, and Martina Ziefle. "Ask and You Will Receive: Training Novice Adults to use a PDA in an Active Learning Environment." IJMHCI vol.2, no.1 2010: pp.21-47. http://doi.org/10.4018/jmhci.2010100602

APA

Arning, K. & Ziefle, M. (2010). Ask and You Will Receive: Training Novice Adults to use a PDA in an Active Learning Environment. International Journal of Mobile Human Computer Interaction (IJMHCI), 2(1), 21-47. http://doi.org/10.4018/jmhci.2010100602

Chicago

Arning, Katrin, and Martina Ziefle. "Ask and You Will Receive: Training Novice Adults to use a PDA in an Active Learning Environment," International Journal of Mobile Human Computer Interaction (IJMHCI) 2, no.1: 21-47. http://doi.org/10.4018/jmhci.2010100602

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Abstract

Even though the effective usage of mobile devices has become a mandatory requirement in many professional and private areas, inexperienced users face especially great difficulties in acquiring computer skills. Based on the assumptions of constructivist learning theories, the effect of asking questions and repeated practice on PDA skill acquisition in adults (n = 36) was examined. Learners had the opportunity to ask questions and receive answers during the learning process. One learner group additionally received a manual with basic PDA-operating-principles; a control group received no instructional support at all. As dependent variables task effectiveness, efficiency, subjective ratings of perceived ease of use as well as number and content of questions were assessed. Findings showed that asking questions and repeated practice considerably enhanced PDA-performance in adult novice learners, but not perceived ease of use. Furthermore, the content-analysis of learner questions gave valuable insights into information needs, cognitive barriers and mental models of adult learners, which can contribute to the design of interfaces and computer-based tutors.

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