Learning to use a word processor: by doing, by thinking, and by knowing
Human factors in computer systems
Trends in end-user training: a research agenda
SIGCPR '98 Proceedings of the 1998 ACM SIGCPR conference on Computer personnel research
Teachers‘ computer anxiety: implications for professionaldevelopment
Education and Information Technologies
Natural Training Wheels: Learning and Transfer Between Two Versions of a Computer Application
VCHCI '93 Proceedings of the Vienna Conference on Human Computer Interaction
A best-practice based model for information technology learning strategy formulation
SIGMIS CPR '03 Proceedings of the 2003 SIGMIS conference on Computer personnel research: Freedom in Philadelphia--leveraging differences and diversity in the IT workforce
Discovering Statistics Using SPSS
Discovering Statistics Using SPSS
Evaluating end-user training programs
Communications of the ACM - Interaction design and children
What matters in help-seeking? A study of help effectiveness and learner-related factors
Computers in Human Behavior
Computers in Human Behavior
Computer anxiety of teacher trainees in the framework of personality variables
Computers in Human Behavior
International Journal of Human-Computer Studies
Enjoy and learn with educational games: Examining factors affecting learning performance
Computers & Education
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Most computer users have to deal with major software upgrades every 6-18 months. Given the pressure of having to adjust so quickly and so often, it is reasonable to assume that users will express emotional reactions such as anger, desperation, anxiety, or relief during the learning process. To date, the primary emotion studied with respect to computer knowledge has been anxiety or fear. The purpose of the following study was to explore the relationship among a broader range of emotions (anger, anxiety, happiness, and sadness) and the acquisition of nine computer related skills. Pre- and post-surveys were given to 184 preservice education students enrolled in 8 month, integrated laptop program. Happiness was expressed most of the time - anxiety, anger, and sadness were reported sometimes. Anxiety and anger levels decreased significantly, while computer knowledge increased. All four emotions were significantly correlated with all nine computer knowledge areas at the beginning of the program, but happiness and anxiety were the only emotions significantly related to change in computer knowledge.