Does technology self-efficacy influence the effect of training presentation mode on training self-efficacy?
With the amount of money organizations spend on training, leaders want to be sure they are providing the most effective learning experience possible. Innovative technologies are increasingly finding their way into training, creating new ways to deliver content. This raises questions about whether tr...
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Published in | Computers in human behavior reports Vol. 4; p. 100124 |
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Main Authors | , |
Format | Journal Article |
Language | English |
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01.08.2021
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Abstract | With the amount of money organizations spend on training, leaders want to be sure they are providing the most effective learning experience possible. Innovative technologies are increasingly finding their way into training, creating new ways to deliver content. This raises questions about whether training presentation modes that vary in technological sophistication affect beliefs individuals form before training even begins. One such belief is training self-efficacy, which is known to influence learning outcomes. This experiment asked participants (N = 229) to review a cross-cultural training program flyer. Participants were randomly assigned to view one of four flyers, which described the training presentation mode as either using comic strips, videos, virtual reality, or did not mention a presentation mode for those in the control condition. Participants were asked to imagine what it would be like to participate in the training. They then completed a training self-efficacy scale measuring confidence in their ability to succeed in the program described on the flyer they reviewed. They also rated their technology self-efficacy. Results revealed technology self-efficacy partially moderated the effects of presentation mode on training self-efficacy. More specifically, people low in technology self-efficacy reacted with the least confidence about being able to learn through videos.
•The methods used to convey information in training impact some learners' confidence.•The effect of training presentation mode on learning self-efficacy isn't equal for everyone.•Learners' technology self-efficacy needs to be considered when designing training.•People who lack technology confidence react negatively to video-based training. |
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AbstractList | With the amount of money organizations spend on training, leaders want to be sure they are providing the most effective learning experience possible. Innovative technologies are increasingly finding their way into training, creating new ways to deliver content. This raises questions about whether training presentation modes that vary in technological sophistication affect beliefs individuals form before training even begins. One such belief is training self-efficacy, which is known to influence learning outcomes. This experiment asked participants (N = 229) to review a cross-cultural training program flyer. Participants were randomly assigned to view one of four flyers, which described the training presentation mode as either using comic strips, videos, virtual reality, or did not mention a presentation mode for those in the control condition. Participants were asked to imagine what it would be like to participate in the training. They then completed a training self-efficacy scale measuring confidence in their ability to succeed in the program described on the flyer they reviewed. They also rated their technology self-efficacy. Results revealed technology self-efficacy partially moderated the effects of presentation mode on training self-efficacy. More specifically, people low in technology self-efficacy reacted with the least confidence about being able to learn through videos. With the amount of money organizations spend on training, leaders want to be sure they are providing the most effective learning experience possible. Innovative technologies are increasingly finding their way into training, creating new ways to deliver content. This raises questions about whether training presentation modes that vary in technological sophistication affect beliefs individuals form before training even begins. One such belief is training self-efficacy, which is known to influence learning outcomes. This experiment asked participants (N = 229) to review a cross-cultural training program flyer. Participants were randomly assigned to view one of four flyers, which described the training presentation mode as either using comic strips, videos, virtual reality, or did not mention a presentation mode for those in the control condition. Participants were asked to imagine what it would be like to participate in the training. They then completed a training self-efficacy scale measuring confidence in their ability to succeed in the program described on the flyer they reviewed. They also rated their technology self-efficacy. Results revealed technology self-efficacy partially moderated the effects of presentation mode on training self-efficacy. More specifically, people low in technology self-efficacy reacted with the least confidence about being able to learn through videos. •The methods used to convey information in training impact some learners' confidence.•The effect of training presentation mode on learning self-efficacy isn't equal for everyone.•Learners' technology self-efficacy needs to be considered when designing training.•People who lack technology confidence react negatively to video-based training. |
ArticleNumber | 100124 |
Author | Saville, Jason D. Foster, Lori L. |
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fullname: Wilfong – start-page: 87 year: 1967 ident: 10.1016/j.chbr.2021.100124_bib13 article-title: Evaluation of training contributor: fullname: Kirkpatrick – volume: 84 start-page: 191 year: 1977 ident: 10.1016/j.chbr.2021.100124_bib1 article-title: Self-efficacy: Toward a unifying theory of behavioral change publication-title: Psychological Review doi: 10.1037/0033-295X.84.2.191 contributor: fullname: Bandura – year: 2018 ident: 10.1016/j.chbr.2021.100124_bib7 – volume: 78 start-page: 291 issue: 2 year: 1993 ident: 10.1016/j.chbr.2021.100124_bib18 article-title: Investigation of the factors that influence employees' participation in development activities publication-title: Journal of Applied Psychology doi: 10.1037/0021-9010.78.2.291 contributor: fullname: Noe – start-page: 189 year: 1995 ident: 10.1016/j.chbr.2021.100124_bib3 article-title: Computer self-efficacy: Development of a measure and initial test publication-title: MIS Quarterly doi: 10.2307/249688 contributor: fullname: Compeau – volume: 95 start-page: 1181 issue: 6 year: 2010 ident: 10.1016/j.chbr.2021.100124_bib4 article-title: Frame-of-reference training effectiveness: Effects of goal orientation and self-efficacy on affective, cognitive, skill-based, and transfer outcomes publication-title: Journal of Applied Psychology doi: 10.1037/a0020856 contributor: fullname: Dierdorff – volume: 17 start-page: 336 issue: 3 year: 2017 ident: 10.1016/j.chbr.2021.100124_bib15 article-title: Examining preservice elementary teachers' technology self-efficacy: Impact of mobile technology-based physics curriculum publication-title: Contemporary Issues in Technology and Teacher Education contributor: fullname: Menon – volume: 111 year: 2020 ident: 10.1016/j.chbr.2021.100124_bib11 article-title: The role of internet self-efficacy, innovativeness and technology avoidance in breadth of internet use: Comparing older technology experts and non-experts publication-title: Computers in Human Behavior doi: 10.1016/j.chb.2020.106408 contributor: fullname: Jokisch |
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