Abstract
Research in spreadsheet management proved that the overuse of slow thinking, rather than fast thinking, is the primary source of erroneous end-user computing. However, we found that the reality is not that simple. To view end-user computing in its full complexity, we launched a project to investigate end-user education, training, support, activities, and computer problem solving. In this project we also set up the base and mathability-extended typology of computer problem solving approaches, where quantitative values are assigned to the different problem solving methods and activities. In this paper we present the results of our analyses of teaching materials collected in different languages from all over the world and our findings considering the different problem solving approaches, set in the frame of different thinking modes, the characteristics of expert teachers, and the meaning system model of teaching approaches. Based on our research, we argue that the proportions of fast and slow thinking and most importantly their manifestation are responsible for erroneous end-user activities. Applying the five-point mathability scale of computer problem solving, we recognized slow thinking activities on both tails and one fast thinking approach between them. The low mathability slow thinking activities, where surface navigation and language details are focused on, are widely accepted in end-user computing. The high mathability slow thinking problem solving activities, where the utilization of concept based approaches and schema construction take place, is hardly detectable in end-user activities. Instead of building up knowledge which requires slow thinking and then using the tools with fast thinking, end-users use up their slow thinking in aimless wandering in huge programs, making wrong decisions based on their untrained, clueless intuition, and distributing erroneous end-user documents. We also found that the dominance of low mathability slow thinking activities has its roots in the education system and through this we point out that we are in great need of expert teachers and institutions and their widely accepted approaches and methods.
Highlights
In this paper we focus on the training and problem solving approaches of the non-professional participants of the digital world, end-users for short
We summarize our base and mathability-extended typology of the computer problem solving approaches, which is a quantitative measuring system for evaluating educational contents
We found during our analytical process that researches in CS/Informatics education have already recognized some of the problems in end-user computing
Summary
It is mutually agreed that “real” computer problem solving is mostly related to professional programmers, so end-users do not have to carry out such activities, since they are highly supported by “user-friendly”, “full-proof” environments. The consequences resulting from incorrect figures cause serious financial losses and mean that human and computer resources are used up in vain [1] [2] [8] [9] [10] Research found that those involved in end-user computing—central corporate IT groups, general corporate management, information systems researchers [1] [2] [9] [10], education policy-makers, teachers, publishers, and end-users [3] [4] [5] [11]—seem to be blind to effective teaching methods, to error handling, recognition, and correction, to how the brain works, how it can be utilized effectively in digital environments. We claim that these findings and statements are alarming and we provide further proofs that neither education nor end-user programs and their developers support end-user problem solving and the development of the end-users’ computational thinking [12], and these approaches lead to erroneous end-user computing
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