Charting Pathways of Conceptual Change in the Use of Computer Software

Abstract

Researchers on computer ability have been largely influenced by the Galtonian perspective of intelligence assessment. This perspective involves a predominantly linear, construct-driven model based on identifying statistically determined factors. The use of this methodology, though, has far more to do with utility than theoretical rigour. Notably absent from this kind of approach is data on process—how a subject interacts with the computer. The following study looked at the process of knowledge acquisition in a computer-based environment. The 6 subjects (2 males and 4 females) were videotaped while learning a new spreadsheet software package. A detailed examination of their think-aloud protocols is presented, along with an analysis of the role of previous experience, the use of metaphors, the effect of task interpretation, and use of terminology. The following findings are discussed: a) there was no clear relation between previous computer-related skills and the successful completion of spreadsheet learning tasks, b) the subjects actively attempted to learn by using a variety of metaphors, c) the subjects’ task interpretations affected how they behaved and the kind of errors they made while learning, and d) the subjects’ use of terminology was related to the degree of their understanding of new tasks. A process-oriented approach to examining computer ability, such as the one described in this study, can provide a rich source of theoretical and pedagogical information.

Keywords:

• knowledge acquisition
• computer utilization
• learning styles