The influence of learning style and training method on self-efficacy and learning performance in WWW homepage design training

The present study compares the relative e!ects of two training methods on learner's computer self-e$cacy and learning performance in WWW homepage design. A "eld experiment was conducted by employing two classes of 10th graders. Results indicated that the behavior modeling training method yielded consistently superior performance and higher computer self-e$cacy as compared with the instruction-based approach. Subjects with various learning styles performed substantially di!erent in some learning tasks. The signi"cant two-way interaction indicates the critical roles that gender and learning style played in interacting with training method. For learning performance, male students bene"ted more from the instruction-based and female students learned better in the behavior modeling condition. Concerning computer self-e$cacy, female students gained more from the instruction and male students bene"ted more from behavior modeling approaches. For di!erent learning style students, there exists a best-"t training approach. In addition, the best-"t training approach is task dependent. These results suggest that each individual training method has its unique merit to meet designated training objectives for learners with speci"c traits. Future research directions conclude the paper. ( 2000 Elsevier Science Ltd. All rights reserved.