A socio‐cognitive interpretation of the potential effects of downsizing on software quality performance

Organizational downsizing research indicates that downsizing does not always realize its strategic intent and may, in fact, have a detrimental impact on organizational performance. In this paper, we extend the notion that downsizing negatively impacts performance and argue that organizational downsizing can potentially be detrimental to software quality performance. Using social cognitive theory (SCT), we primarily interpret the negative impacts of downsizing on software quality performance by arguing that downsizing results in a realignment of social networks (environmental factors), thereby affecting the self‐efficacy and outcome expectations of a software professional (personal factors), which, in turn, affect software quality performance (outcome of behaviour undertaken). We synthesize relevant literature from the software quality, SCT and downsizing research streams and develop a conceptual model. Two major impacts of downsizing are hypothesized in the conceptual model. First, downsizing destroys formal and informal social networks in organizations, which, in turn, negatively impacts software developers' self‐efficacy and outcome expectations through their antecedents, with consequent negative impacts on software development process efficiency and software product quality, the two major components of software quality performance. Second, downsizing negatively affects antecedents of software development process efficiency, namely top management leadership, management infrastructure sophistication, process management efficacy and stakeholder participation with consequent negative impacts on software quality performance. This theoretically grounded discourse can help demonstrate how organizational downsizing can potentially impact software quality performance through key intervening constructs. We also discuss how downsizing and other intervening constructs can be managed to mitigate the negative impacts of downsizing on software quality performance.     

Effects of IS characteristics on e-business success factors of small- and medium-sized enterprises

The current research presents a theoretically sound model of the effects of the characteristics of information systems (IS) on the perception of end-users regarding computer self-efficacy and outcome expectations. The relationships among factors of small- and medium-sized enterprises in Taiwan are examined based on the IS success model and social cognitive theory. A mail survey was conducted, generating 284 usable responses with a total response rate of 51.64%. Structural equation modeling was employed to assess the relationships among related constructs. Data analysis shows that (1) no direct links exist between computer self-efficacy and either information quality or service quality, although certain effects are observable on system quality; (2) the relationships between outcome expectations and both system quality and service quality are significant; however, the relationship with information quality is insignificant; and (3) outcome expectations mediate the effects of computer self-efficacy on end-user satisfaction. The implications of the results are provided, and directions for future research are discussed in the study.     

Self‐efficacy,learning method appropriation and software skills acquisition in learner‐controlled CSSTS environments

A computer‐simulated software training system (CSSTS) delivers a specific form of computer‐based training in which participants are allowed to select various training features within a simulated software environment. Given the growing use of these systems as end‐user training (EUT) aids, there is a need for greater understanding of how participants use these systems, as well as whether participant‐controlled learning environments are truly effective. The present research examines how a particular learner characteristic, software self‐efficacy, drives appropriation in a high learner control, CSSTS environment. Contrary to notions in the literature, results from spreadsheet and database software training courses reveal that pre‐training specific software self‐efficacy constitutes a significant, negative predictor of faithful appropriations of the CSSTS. This research also establishes a positive relationship between faithful appropriation and increases in software self‐efficacy (SSE). In essence, faithful appropriations lead to greater increases in SSE, which influences software skills performance. In addition, the research validates prior EUT research by extending prior findings to a database training environment. A psychometrically sound measure is put forth to capture database self‐efficacy.     

An exploratory study on meta skills in software development teams: antecedent cooperation skills and personality for shared mental models

Shared mental models (SMMs) provide an approach to improving team learning and performance. SMM means that team members share common expectations about the team processes, results, !and individual roles in achieving the team's objective. Our model of antecedents and consequences of SMMs demonstrates how cognitive capabilities contribute to effective software development teams. Higher scores on two meta-level cognitive skills (A-shaped skills and T-shaped skills) and a personality characteristic (agreeableness), which help teammates coordinate their skills and knowledge, enhance the development of an SMM and thereby enhance team performance. The results open new and important areas for research into both the meta-level cognitive skills and the agreeable characteristic required for team effectiveness. There is also promise for new approaches to team building.     

The effects of an intrinsically motivating instructional environment on software learning and acceptance

Abstract The most important goal of computer software training and interface design has been to help users learn and use software effectively. While research has provided useful information about how to achieve this outcome, it appears to have overlooked the contribution that ‘fun’ and ‘motivation’ can add to learning. This study develops and tests a model of the relationship between intrinsically motivating software instruction and two outcome variables — learning performance and perceived ease of software use. The researchers manipulated two design variables to create learning environments that were either high or low in intrinsic motivation. One variable, the computer interface, consisted of either a direct manipulation interface (the Macintosh Finder), defined as being high in intrinsic motivation, or a command-based interface (disk operating system — DOS), which was less motivating. The second design variable, training method, also consisted of two categories — exploration training (more motivating) and instruction-based training (less motivating). Additionally, the study evaluated the motivational impact of one individual characteristic — cognitive spontaneity. Results of a laboratory experiment indicated that subjects using the direct manipulation interface found the learning experience more intrinsically motivating and performed better in hands-on computer tasks than in command-based subjects. Also, subjects who were high in cognitive spontaneity were more likely to report the learning experience as intrinsically motivating. Learners who reported high levels of intrinsic motivation performed better in hands-on tasks than those who did not, and perceived the software as easier to use. Exploration training, however, failed to exhibit a positive relationship to intrinsic motivation. These results suggest that an intrinsically motivating instructional environment can lead to improved software learning and performance. This is explained in terms of four key dimensions spanning multiple theories of intrinsic motivation: challenge, curiosity, control and fantasy.     

Linking perceived external prestige and collective identification to collaborative behaviors in R&D teams

Research efforts have long been directed at understanding variations in collaborative behaviors among work teams with burgeoning interest in teams operating in knowledge-intensive settings. One of the largely unexplained issues is how does team image and collective identification facilitate collaborative behaviors. Here, survey data were collected from nineteen highly technical work teams engaging in software development in an R&D division of a multinational NASDAQ firm involved in multimedia communications and information processing technology. The relationships between perceived external prestige, collective team identification and team collaborative behaviors were examined. The results of the team-level analyses suggest that perceived external prestige augments collective team identification (measured at Time 1), which in turn engenders a high degree of collaboration and interaction within the team (measured at Time 2). When past team performance was controlled for, the results consistently supported the hypothesized model.     

Successful extreme programming: Fidelity to the methodology or good teamworking?

ContextDeveloping a theory of agile technology, in combination with empirical work, must include assessing its performance effects, and whether all or some of its key ingredients account for any performance advantage over traditional methods. Given the focus on teamwork, is the agile technology what really matters, or do general team factors, such as cohesion, primarily account for a team’s success? Perhaps the more specific software engineering team factors, for example the agile development method’s collective ownership and code management, are decisive.ObjectiveTo assess the contribution of agile methodology, agile-specific team methods, and general team factors in the performance of software teams.MethodWe studied 40 small-scale software development teams which used Extreme Programming (XP). We measured (1) the teams’ adherence to XP methods, (2) their use of XP-specific team practices, and (3) standard team attributes, as well as the quality of the project’s outcomes. We used Williams et al.’s (2004a) [33] Shodan measures of XP methods, and regression analysis.ResultsAll three types of variables are associated with the project’s performance. Teamworking is important but it is the XP-specific team factor (continuous integration, coding standards, and collective code ownership) that is significant. Only customer planning (release planning/planning game, customer access, short releases, and stand-up meeting) is positively related to performance. A negative relationship between foundations (automated unit tests, customer acceptance tests, test-first design, pair programming, and refactoring) is found and is moderated by craftsmanship (sustainable pace, simple design, and metaphor/system of names). Of the general team factors only cooperation is related to performance. Cooperation mediates the relationship between the XP-specific team factor and performance.ConclusionClient and team foci of the XP method are its critical active ingredients.     

Self-efficacy and college students’ perceptions and use of online learning systems

This research hypothesized a mediated model in which a set of antecedent variables influenced students’ online learning self-efficacy which, in turn, affected student outcome expectations, mastery perceptions, and the hours spent per week using online learning technology to complete learning assignments for university courses. The results are consistent with the inference of a partially mediated model in which the block of antecedents had a direct effect on self-efficacy, a direct influence on the outcome measures, and an indirect effect on the outcomes through their influence on self-efficacy. In general, the findings suggest that the relationships between self-efficacy, its antecedents, and several online learning outcomes are more complex than has typically been recognized in the research.     

The interplay between cognitive and motivational variables in a supportive online learning system for secondary physical education

A path model was used to test the unique and interactive effects of cognitive and motivational variables when learning in a supportive online learning system, Collaborative Inquiry System (CIS). In this student-centered learning environment, students interact with computer simulations and are assisted by online scaffolds intended to help them learn complex scientific concepts. The present study also explored the relationships between students’ motivational, cognitive, and metacognitive strategy use and online performance. In total, 178 tenth-grade students participated in the study. The statistical analyses revealed that students’ learning goals and cognitive preferences predicted metacognitive strategy use and later influenced their performance. Prior knowledge is a predictor of neither metacognitive strategy use nor learning goals and need for cognition, but is nevertheless an important determinant of online performance. Discussions on how to accommodate the different needs of students with varying levels of prior knowledge, goal orientation, and cognitive preference in a supportive learning system are provided based on the results.     

Automated Assistants for Analyzing Team Behaviors

Multi-agent teamwork is critical in a large number of agent applications, including training, education, virtual enterprises and collective robotics. The complex interactions of agents in a team as well as with other agents make it extremely difficult for human developers to understand and analyze agent-team behavior. It has thus become increasingly important to develop tools that can help humans analyze, evaluate, and understand team behaviors. However, the problem of automated team analysis is largely unaddressed in previous work. In this article, we identify several key constraints faced by team analysts. Most fundamentally, multiple types of models of team behavior are necessary to analyze different granularities of team events, including agent actions, interactions, and global performance. In addition, effective ways of presenting the analysis to humans is critical and the presentation techniques depend on the model being presented. Finally, analysis should be independent of underlying team architecture and implementation.We also demonstrate an approach to addressing these constraints by building an automated team analyst called ISAAC for post-hoc, off-line agent-team analysis. ISAAC acquires multiple, heterogeneous team models via machine learning over teams' external behavior traces, where the specific learning techniques are tailored to the particular model learned. Additionally, ISAAC employs multiple presentation techniques that can aid human understanding of the analyses. ISAAC also provides feedback on team improvement in two novel ways: (i) It supports principled what-if reasoning about possible agent improvements; (ii) It allows the user to compare different teams based on their patterns of interactions. This paper presents ISAAC's general conceptual framework, motivating its design, as well as its concrete application in two domains: (i) RoboCup Soccer; (ii) software agent teams participating in a simulated evacuation scenario. In the RoboCup domain, ISAAC was used prior to and during the RoboCup '99 tournament, and was awarded the RoboCup Scientific Challenge Award. In the evacuation domain, ISAAC was used to analyze patterns of message exchanges among software agents, illustrating the generality of ISAAC's techniques. We present detailed algorithms and experimental results from ISAAC's application.     

Predicting individual differences in performance on computer-administered tests and tasks: Development of the computer aversion scale

This article describes the development of a theoretically-based instrument to measure aversive reactions to computers. Previous efforts to assess computer averse states are reviewed, and it is argued that a self-report instrument could be useful in detecting negative reactions to computers. The Computer Aversion Scale (CAVS) is based on three expectancy categories (efficacy, outcome, and reinforcement expectations) derived from social learning theory. Data analyses demonstrated moderate to high reliability and validity estimates for CAVS total score and three expectancy subscales. In addition, a study using a modified CAVS was shown to predict poor performance on a computer-based test of cognitive abilities and to moderate a relationship between mood and memory measures. Implications of CAVS findings for psychological assessment via computer are discussed.     

The impact of the Abilene Paradox on double-loop learning in an agile team

This paper presents a qualitative investigation of learning failures associated with the introduction of a new software development methodology by a project team. This paper illustrates that learning is more than the cognitive process of acquiring a new skill; learning also involves changes in behaviour and even beliefs. Extreme Programming (XP), like other software development methodologies, provides a set of values and guidelines as to how software should be developed. As these new values and guidelines involve behavioural changes, the study investigates the introduction of XP as a new learning experience. Researchers use the concepts of single and double-loop learning to illustrate how social actors learn to perform tasks effectively and to determine the best task to perform. The concept of triple-loop learning explains how this learning process can be ineffective, accordingly it is employed to examine why the introduction of XP was ineffective in the team studied. While XP should ideally foster double-loop learning, triple-loop learning can explain why this does not necessarily occur. Research illustrates how power factors influence learning among groups of individuals; this study focuses on one specific power factor – the power inherent in the desire to conform. The Abilene Paradox describes how groups can make ineffective decisions that are contrary to that which group members personally desire or believe. Ineffective decision-making occurs due to the desire to conform among group members; this was shown as the cause of ineffective learning in the software team studied. This desire to conform originated in how the project team cohered as a group, which was, in turn, influenced by the social values embraced by XP.     

Tracking precursors of learning analytics over serious game team performance ranking

ABSTRACT

The use of serious games to improve collaborative skill transfer and retention has received considerable attention from scholars, web marketing practitioners and business consultants. Team rankings and learning progress in game learning analytics, however, have yet to be empirically examined. Using fuzzy-set qualitative comparative analysis to study the performance of competing teams in a web marketing serious game (Simbound), we highlight a combination of causal conditions (engagement, reach and profitability) affecting team rankings. This paper proposes a conceptual architecture of the forces that influence learning progress within a collaborative learning environment. This learning environment is studied for web marketing boot camps powered by Simbound at three European universities: Grenoble Alpes University (France), University of Milano-Bicocca (Italy) and Dunarea de Jos University of Galati (Romania). Gaining knowledge of cases through game learning analytics is valuable for two reasons: It emphasises the instructor’s role in mobilising players’ engagement, and it tests variability across cases, offering precursors of team performance rankings. This approach to collective skill retention highlights the moderating factors of team performance rankings, whilst purposely calibrating a gameable learning environment. This paper enriches our knowledge of how active experimentation in learning analytics metrics can develop skills for real business competition.     

Structural model of team-based learning using Web 2.0 collaborative software

This study examines the phenomena occurring among team members during their participation in team-based learning using Web 2.0 collaborative software. Based on the Grounded Theory approach, this study analyzes students' feedback related to team collaborative learning using Web 2.0 collaborative tool. Data analysis yields a structural model of team-based learning facilitated by Web 2.0 collaborative software. This study draws inferences to suggest that Web 2.0 collaborative learning environment uncovers diverse communication media in support of synchronicity and group awareness. Subsequently, synchronicity and group awareness promote team-based learning. This study also reveals that four factors, namely, synchronicity, group awareness, learner autonomy and collective intelligence, support team-based learning facilitated by Web 2.0 technology.     

Interplay of prior knowledge,self‐regulation and motivation in complex multimedia learning environments

This study examined the direct and indirect effects of medical clerkship students' prior knowledge, self‐regulation and motivation on learning performance in complex multimedia learning environments. The data from 386 medical clerkship students from six medical schools were analysed using structural equation modeling. The structural model revealed that medical students' prior knowledge directly positively affected their learning outcome, self‐efficacy and performance approach goal orientation. The learners' self‐regulation had a significant positive direct effect on learning outcome. The learners' mastery goal orientation directly affected their learning outcome. Interestingly, inconsistent with our hypothesis, the learners' performance approach goal orientation showed a significant negative direct effect on learning outcome, and performance avoidance goal orientation had a significant positive effect on learning outcome. These findings help develop a more comprehensive understanding of the role of individual characteristics on learning performance of complex tasks in multimedia learning environments.     

Computer-related success and failure: a longitudinal field study of the factors influencing computer-related performance

This study used a path analysis of longitudinal data collected from 75 manufacturing employees participating in a computer training course, to test a model of the intrapersonal processes impacting computer-related performance. Gender, computer experience, and attributional style were found to be predictive of computer attitudes, which were in turn related to computer efficacy, task-specific performance expectations, and post-performance anxiety. Computer training was effective in raising user efficacy levels and improving computer performance. In addition, post-training efficacy was predictive of subsequent computer performance. Finally, performance outcomes and future performance expectations were predictive of users’ affective reactions.     

Team Diversity,Learning, and Innovation: A Mediation Model

This study aims to examine the direct and mediating relationships between team diversity, individual and team learning, and individual and team innovation performance. Using a sample of 266 white-collar professionals in Hong Kong, we found that team diversity plays a substantial role in improving both individual and team learning. Individual learning and team learning are independent and positively related to individual and team innovation performance. Individual learning partially mediates the relationship between team diversity and team learning. Individual innovation performance is found to be a partial mediator of team learning and team innovation performance. This study contributes in understanding the unexplored mediating effects of individual learning on team learning, and the individual innovation performance on team innovation performance. Team diversity is found to be the main enabler in the overall model. It is hoped that the research paradigm of this article will generate further development of information systems and technology literature.     

How undergraduate students meet a new learning environment?

We evaluated if the theory of planned behavior explains students‘ activity in a web-based learning environment. Two of the considerations of the theory, attitude toward the behavior (behavioral beliefs and outcome evaluations) and perceived behavioral control (computer self-efficacy), were evaluated. The scope was also widened to students' approaches to learning and anxiety in computer using situations as well as their interpretations of the environment and the learning situation. Forty-two undergraduate medical and sociology students completed the questionnaire assessing attitudes, self-efficacy, anxiety and approaches to learning before and after the web-based courses. The attitude toward the behavior, efficacy beliefs, approaches to learning and anxiety in computer using situations did not predict the activity in the learning environment, but students interpreted the environment and the learning situation more negatively after the courses. Students' anxiety and approaches to learning also affect some of their expectations and experiences after the courses.     

Learning performance and computer software: an exploration of knowledge transfer

Computer studies educators have a challenging task in keeping pace with the rapidly changing content of computer software. One way to meet this challenge is to examine the nature of knowledge transfer. Instead of focusing on unique software packages, teachers could concentrate on knowledge that is likely to transfer from one software application to another. The purpose of the current study was to describe what kind of knowledge is used in learning new software, assess the relative effectiveness of this knowledge in aiding the learning process, and examine how the results could advance educational learning theory and practice. Thirty-six adults (18 male, 18 female), representing three computer ability levels (beginner, intermediate, and advanced), volunteered to think out loud while they learned the rudimentary steps (moving the cursor, using a menu, entering data) required to use a spreadsheet software package (Lotus 1-2-3). Previous understanding of terminology, software concepts and actions, and other software packages had the largest impact, both positive and negative, on learning. A basic understanding of the keyboard and common movement keys was also important, although higher level knowledge (e.g., terms, concepts, actions) is probably necessary for significant gains in learning performance. Computer ability had little impact on the type of transfer knowledge used, except with respect to the use of software concepts and, to a lesser extent, terminology. The interaction between problem type and effectiveness of a specific transfer area suggests that identifying specific common tasks among software packages is important in detecting useful transfer knowledge. It is equally important that computer users understand labeling idiosyncrasies of these common tasks.     

麒麟OS环境下基于Qt的驱动程序学习系统

随着基础软件国产化的浪潮,麒麟操作系统已经应用于各个行业.本文基于Qt提供的强大的C++API框架,开发运行于国产麒麟OS(Operating System)上的内核驱动程序学习系统,弥补了麒麟OS环境下缺乏驱动程序学习软件的不足.主要研究内核中几百个驱动程序的执行流程,Linux内核驱动程序的一般体系结构、内核驱动程...