<p><strong>Purpose:</strong> The aim of this research is to verify the applicability of video tutorials for the improvement of software skills.</p><p><strong>Methodology/Approach:</strong> Video tutorial prototypes were created according to design criteria found in literature and tested as teaching material of selforganized/self-regulated learning. 65 students were parted in two groups and asked to work on an assignment concerning the use of quality tools in Microsoft<br />Excel. One group used video tutorials and the other group was guided by a teacher. Before and after the assignment the students were asked to fill out a survey evaluating their software skills as well as the aid used during the test.</p><p><strong>Findings:</strong> The results of the survey do not show a significant difference between the evaluation of video tutorials and guidance of the teacher. Also the performance of both groups concerning the assignment was comparable. From these findings it can be concluded that video tutorials and classroom teaching are<br />equal ways of teaching in the investigated field.</p><p><strong>Research Limitation/implication:</strong> The suitability of video tutorials for the application of quality-tools with the use of appropriate software has been confirmed. The results do not show conclusions about the extent to which video tutorials can be suitable for the mediation of complex issues. Follow-up studies<br />are required for this purpose.</p><p><strong>Originality/Value of paper:</strong> The study demonstrates that video tutorials, as a form of self-organized/self-regulated learning, are suitable to improve skills in applying quality tools by using software.</p>
<p><strong>Purpose:</strong> The target of this study is to reveal which aids used are the best method for acquiring knowledge. Especially by the use of Quality management tools regarding spreadsheets and statistics software. Therefore video tutorials, personal support and written instructions, as aids, are compared with and without time pressure.</p><p><strong>Methodology/Approach:</strong> Students of the quality management class participated in two tests in order to capture user behavior. In the first part the students <br /> (n = 56) were asked about their user behavior regarding aids after a project that lasted several months. In the second part the students (n = 40) were given two aids and captured which aids they are using. The duration period and the quality of the results were also documented. At the end of both tests, the students were asked about their future favorite aids.</p><p><strong>Findings:</strong> The first test revealed that 73% of the students used the video tutorial as an aid for their work. In future situations the students would work with written instructions, as long as there is no time pressure. If time limitation is a factor, they would rather work with video tutorials again. The second test confirmed that using video tutorials allowed for a shorter duration period. 48% were using the video tutorial while 38% used the written instruction. The suitability rating of the aids as well as the quality of the result did not differ. In future situations, the students would work again with video tutorials with or without time pressure.</p><p><strong>Research Limitation/implication:</strong> The usage of video tutorials, personal support and written instructions for the application of Quality management tools with the use of appropriate software has been examined. The results do not show conclusions about the extent to which the aids are used for the mediation of complex issues. Follow-up studies are required for this purpose.</p><p><strong>Originality/Value of paper:</strong> Among these three aids with regard to time pressure, video tutorials as well as the personal support seem to be the most efficient. If time pressure was applied to the test setting, the video tutorial was preferred. In the considered setting the use of video tutorials is recommended.</p>
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