Toward an Integrative Understanding of Information Technology Training Research across Information Systems and Human-Computer Interaction: A Comprehensive Review

Researchers investigating issues in the domain of training and human-computer interaction share a common interest in ensuring that users are skilled in the use of Information Technologies (IT). When users have the necessary skills, they can utilize IT productively and also have a pleasant human-to-computer interaction. Over the past three decades, Information System (IS) researchers have made considerable efforts in identifying the most effective ways to develop users’ IT skills. However, at this point in time, there are many changes taking place in the IT environment and organizations find it challenging to keep their employees trained and updated on IT skills. Hence, it is important for the IS community to respond by taking the lead in identifying and conducting research that can help organizations effectively address these challenges. We take the first step in conducting a comprehensive review of training research published in major IS and HCI journals over the past three decades so as to synthesize IT training research, provide an integrative understanding of findings, and propose directions for future research. Our study indicates that while IS research on training has made steady progress in advancing our understanding of alternative IT training methods and cognitive learning processes, it also has several shortcomings. Past research has: a) focused primarily on the training program without sufficient attention to activities prior to and after the program, b) used a small set of theoretical foundations, and c) focused on a few topics and on single-user systems rather than integrated enterprise systems. Critical issues such as improving user motivations prior to training, transfer of training skills to the workplace, assessment of training, and supporting user learning that occurs after training have not been given adequate attention. We identify several research opportunities by tapping into relatively unexplored theories and urge researchers to continue research to address the gaps identified in this comprehensive review as well as to develop innovative methods to help employees learn through newer channels, such as e-learning and social media

Essays on Technology-Mediated Training: Implications for Design and Evaluation

Information technology (IT) is increasingly used to impart a variety training skills, and these skills may range from specific software application operations and computer programming to learning about generic business processes. Using IT to assist training is broadly termed “Technology-Mediated Learning” (TML). Following the three essay model, this dissertation examines training interventions in the context of TML. In Essay 1, a thorough literature survey of technology training in Information Systems (IS) was conducted, resulting in clarification of the nomenclature used in TML. Essay 1 also identified of two leading theories used in TML research: (a) Social cognitive theory (SCT) (b) cognitive load theory (CLT). These two theories were subsequently explored in detail in Essay 2 and Essay 3. According to SCT, humans learn via observational learning (OL) processes of attention, retention, production, and motivation. Essay 2 developed and tested a nomological model of relationships among OL processes. Essay 2 also examined the effectiveness of a mental rehearsal training intervention in the technology-mediated training context of Enterprise Resource Planning (ERP) simulation. A between-subjects quasi-experiment with n = 150 was conducted to do so, where the control group received training which espoused vicarious learning as well as enactive learning to form the baseline. The treatment group was exposed to additional mental rehearsal. The results supported the hypothesized model of observational learning. Further, the mental rehearsal (i.e., intervention) group formed knowledge structures that shared greater similarity with ERP experts’ knowledge structures compared to the control group. The treatment group also scored significantly higher in terms of business process knowledge and integration knowledge compared to the control group. Essay 3 examined the mechanism behind the effectiveness of mental rehearsal in a technology-mediated training context of Massively Open Online Classes (MOOCs). To do so, it employed cognitive load theory (CLT). A randomized two-group post-test online experiment was conducted with a sample size of 258 to test the conjecture that mental rehearsal reduced extraneous load while enhanced germane load. Results supported the hypotheses related to germane load and extraneous load. It was also found that mental rehearsal led to the formation of knowledge structures that shared greater similarity to experts’ knowledge structures compared to the control group. Thus, supporting the notion that mental rehearsal enhances the effectiveness of training in TML contexts