An Empirical Examination of a Model of Computer Learning Performance

The growing sophistication of computer applications and the increasing diversity of end users have heightened the importance of and need for end user computer training. Therefore, understanding factors that influence learning performance in computer training continues to be an important issue for information systems research, education, and practice. This paper presents and empirically tests a model of learning performance in computer training. The model assesses the direct influence of computer self-efficacy, computer attitudes, and computer experience and the patterns of relationships among these variables in which they influence learning performance. The results indicate that computer self-efficacy and computer experience had direct and positive effects on learning performance. However, computer attitudes had indirect effect on learning performance through their direct effect on computer self-efficacy. Additionally, computer attitudes and computer experience had positive effects on computer self-efficacy. The results offer practical implications for selecting and preparing individuals for training and designing computer training content.

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