Perceived task complexity as a criterion for information support

Abstract

Here, the conceptual model of perceived task complexity, which incorporates the user, task, and system into a comprehensive unit of analysis, is used to investigate how, when, and why computer-assisted instruction (CAI) systems provide effective support. The work is based on data provided by 156 experimental subjects; information system (IS) use was found to vary by user groups depending on task performance. In addition, the effects of task presentation on task behavior and performance were found to vary between groups, based on their performance. The findings imply that user, task, and system dynamically interact in providing effective IS support. A comprehensive model of perceived task complexity that includes a user's domain knowledge is developed. This should help in further investigating into how, when, and why IS are effective.