Most companies and educators find it necessary to provide training before new equipment can be used effectively. Because of widespread use of computers in writing classrooms, the question often arises as to what is the most effective way to help users become proficient with the equipment. Data from an experiment testing effectiveness of oral versus written training in the use of a word processor indicate no significant difference between the two conditions. Analysis also indicates no correlation between the number of requests for help from teaching assistants and the number of measurement tasks completed.
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