Factors influencing the use of a decision rule in a probabilistic task

International Education Studies, Vol.2, No.1, February 2009

“…These studies suggest that users prefer to use a technology that they are most familiar with as this would ease the completion of a task. This is consistent with the behavioural decision literature which suggests that the performance of users with a higher level knowledge will be obstructed when relying on a technology which they are not familiar with (Arkes et al, 1986). On the other hand, users with a moderate level of knowledge would not be affected with the unfamiliarity of using a particular technology since they would still need to go through a more detailed process compared to the professional users (Vera Munoz et al, 2002).…”

“…Therefore, work experience is the first independent variable. Studies have also suggested that familiarity with a technology may influence the preference/reliance of a technology (Arkes et al, 1986;Mackay and Elam, 1990;Mackay et al 1992;Vera-Munoz et al, 2002). These studies suggest that familiarity with a technology impacts on decision quality since greater familiarity with the technology leads to higher decision accuracy and lower cognitive effort.…”

“…The importance of users' work experience on preferred/reliance on a technology has been examined in various studies (e.g Arkes et al, 1986;Kachelmeier and Messier, 1990;Abdolmohammadi, 1992;Whitecotton, 1996). The results are mixed.…”

“…This literature has identified few factors that could affect users' preference and subsequent reliance on a technology (Brown and Eining, 1996). Users' work experience, familiarity with a technology, confidence and users' personal characteristics are factors that may affect preference of a technology (Arkes et al, 1986;Ashton, 1991;Brown andEining, 1996, Whitecotton, 1996). Two factors are examined in this study: work experience and familiarity with presentation format.…”

The Effects of Performance Incentives and Creativity Training on Creative Problem-Solving Performance

“…However, Bonner and Sprinkle assert that most existing studies show that training does not increase the effect incentives have on performance (cf. Arkes, Dawes, & Christensen, 1986;Gigerenzer, Hoffrage, & Kleinbölting, 1991). To better examine this issue, Bonner and Sprinkle suggest that future research should better align the skill provided by the training and the skill required by the task; otherwise, individuals may not respond to incentives by applying knowledge from training.…”