Abstract

The 1980s witnessed the widespread introduction of microcomputer technology into educational institutions and the workplace. Microcomputer software training has achieved mixed results due to both training methods and individual factors, such as computer anxiety. The present research addresses the topic of software training by presenting the results of two studies. The first study validates a measure of computer anxiety, while the second study contrasts the effects of training method and computer anxiety on training outcomes. The training method demonstrated stronger relationships with training outcomes than did computer anxiety. In addition, the second study contrasted two training methods and found that training labelled as "play" resulted in enhanced training outcomes as compared with training labelled as "work"

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