The effects of Web-based animated demonstration and guided simulation on time and performance in business software applications training
Dhanni Remington Sukhai, University of South Alabama, United States
University of South Alabama . Awarded
A major training goal in business call centers is to expedite the learning process and minimize downtime. Methods of software applications training need to be continuously fine-tuned in order to meet the training efficiency needs of call centers. This study investigated the effects of two forms of web-based training programs, animated demonstrations and guided simulations, on training time, transfer task performance score and performance time in the context of software applications training in call centers. The participants were 160 customer service representative new hires. They received training on 10 procedures using an electronic performance support system (EPSS) portal. Training was in the form of four web-based training (WBT) courses which contained different combinations of text explanations, animated demonstrations, and guided simulations.
The findings of this study indicated statistical significance in an interaction between animated demonstrations and guided simulations on training time. The amount of training time depended on the combination of animated demonstrations and guided simulations that was in the course. Courses with guided simulations alone resulted in longer training time than courses with animated demonstrations alone. Text-based courses without animated demonstration and guided simulations resulted in the least amount of training time.
The study showed no statistical significance between transfer task performance scores in courses with animated demonstrations and guided simulations. Also the study showed no statistical significance in performance time between courses with animated demonstrations and guided simulations. Post hoc investigations showed statistical significance in training efficiency. Text-based WBT had the highest training efficiency, followed by courses with guided simulations, then courses with combined animated demonstrations and guided simulations. No statistical significance was found on training efficiency between courses with animated demonstrations alone and courses with various combinations of guided simulations and animated demonstrations.
A major implication of this study is for training managers to carefully consider the utility of technology-based demonstrations and simulations for the tasks that are similar to computer skills already acquired by the learners.
Sukhai, D.R. The effects of Web-based animated demonstration and guided simulation on time and performance in business software applications training. Ph.D. thesis, University of South Alabama.
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