As microcomputers increase in number and find their way into the homes and offices of millions of people throughout the world, the need for education arises. The general population will not be equipped with the 'how and why' of microcomputing. Operating a microcomputer and using the microcomputer for practical applications and for educational enhancement of school-aged children will need to be addressed. This paper will discuss a feasibility study of offering microcomputer workshops; and under the assumption that this is feasible, the design, layout and workbooks needed will be presented. / Department of Computer Science

The problem addressed in this study is the need for efficient and economic methods to train naive college students to operate microcomputers as a necessary step in their acquisition of computer proficiency. Two methods of training were compared. These were training by live demonstration and training by videotape. These methods were considered economically viable because each could be presented in a classroom and neither required a one-to-one student-to-computer or student-to-tutor ratio. Four sections of an introductory computer science class were used in the study. Two classes were presented each treatment. The effectiveness of the presentations was measured by means of a written quiz administered immediately after the presentation and by the number of microcomputer system operation tasks successfully completed during an individual laboratory session. The computer anxiety level of each participant was measured prior to the presentation to determine if anxiety was a factor in finding the best training method. When scores of naive users who saw the videotape were compared with the scores of naive users who saw the live demonstration, no significant differences were found. However, when novice users (those who had some previous experience with operating or programming a microcomputer) were included, the group that saw the videotape scored significantly higher on the written quiz than the group that saw the live demonstration. A two by two analysis of variance showed no significant interactions between anxiety and treatment. User satisfaction was found to be significantly higher for the videotape group than for the live demonstration group. This study concluded with the recommendation that the Computer Science Department of North Texas State University utilize videotapes to train students in introductory classes to use a microcomputer system. This recommendation was based on the superior test results for naive and novice users who saw the videotape, the user satisfaction scores and inherent advantages of videotapes over live demonstrations.

by Li Shek Hoi. / Chinese title in romanization: Yi ge wei zai zhi jiao shi er she di wei xing dian nao xun lian ke cheng di ping jian. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1987. / Bibliography: leaves 69-72.

This study was conducted to determine whether there was a significant difference between the development of speed and accuracy on a 10-key pad on a microcomputer or on an electronic calculator. A total of 204 participants were involved in the quasi-experiment.

An exploratory study was conducted to determine if adults diagnosed as having moderate developmental disability could successfully use a personal computer and, if so, the input devices preferred and the user interface design factors to be considered when designing or selecting interactive applications for this population. Participants in the three-phase study were men and women aged 25-60 living in group homes sponsored by a social services agency. All had been professionally evaluated as moderately mentally retarded. Phase I observed reaction of participants, none of whom had ever used a computer, to two input devices (mouse and touchscreen) and a graphical user interface. Phase II built on Phase I observations to design a within-subject usability test to gather heuristic data on input devices and to develop user interface guidelines for the target population. In Phase III, a prototype was built to test the effectiveness of these guidelines. Phase I found participants successfully used a graphical user interface and most could use the mouse. In Phase II, which tested mouse, trackball, and touchscreen, the mouse was preferred, although its drag-drop times were longer. Reasons given were less fatigue and greater control of icons. The Phase III prototype consisted of two games: "Shopping," to teach money handling skills, and "Getting Dressed," to teach a basic life skill. Testing found the participants preferred screens that allowed them to control the action, that quick or unexpected screen responses were upsetting, and that strong visual feedback was important. For example, "Shopping" was redesigned to enable users to visualize purchases by dragging pictures into a shopping cart. This exploratory study found that developmentally disabled persons could use commercial computer hardware and applications effectively and were proud of their newly developed computer skills. It also derived user interface guidelines for the selection or design of applications for use with this target group. Recommendations are made for a follow-up field study to investigate the applicability of the derived guidelines to a larger population of developmentally disabled persons. / Master of Information Systems