This article introduces the concept of information technology (IT) training sequencesand examines how sequencing of conceptual and procedural training impact IT task performance, user satisfaction and users' self-efficacy. Using assimilation theory, we develop four hypotheses related to training sequences. These hypotheses were then tested in a database design context using a quasi-experimental study involving student subjects. Empirical results demonstrate improved far-transfer andnear-transfer task performance and higher self-efficacy for subjects trained in the conceptual-procedural sequence vs. the reverse sequence, though user satisfaction was not significantly different between the two sequences. Implications for IT training research are discussed.
Integrating Information & Communications Technologies Into the Classroom, 2007, p. 111-132