{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc2195"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc2195","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"The Effects of Task-Based Documentation Versus Online Help Menu Documentation on the Acceptance of Information Technology","abstract":"The objectives of this study were (1) to identify and describe task-based documentation; (2) to identify and describe any purported changes in users attitudes when IT migration was preceded by task-based documentation; (3) to suggest implications of task-based documentation on users attitude toward IT acceptance. Questionnaires were given to 150 university students. Of these, all 150 students participated in this study. The study determined the following: (1) if favorable pre-implementation attitudes toward a new e-mail system increase, as a result of training, if users expect it to be easy to learn and use; (2) if user acceptance of an e-mail program increase as expected perceived usefulness increase as delineated by task-based documentation; (3) if task-based documentation is more effective than standard help menus while learning a new application program; and (4) if training that requires active student participation increase the acceptance of a new e-mail system. The following conclusions were reached: (1) Positive pre-implementation attitudes toward a new e-mail system are not affected by training even if the users expect it to be easy to learn and use. (2) User acceptance of an e-mail program does not increase as perceived usefulness increase when aided by task-based documentation. (3) Task-based documentation is not more effective than standard help menus when learning a new application program. (4) Training that requires active student participation does not increase the acceptance of a new e-mail system.","abstract_html":"The objectives of this study were (1) to identify and describe task-based documentation; (2) to identify and describe any purported changes in users attitudes when IT migration was preceded by task-based documentation; (3) to suggest implications of task-based documentation on users attitude toward IT acceptance. Questionnaires were given to 150 university students. Of these, all 150 students participated in this study. The study determined the following: (1) if favorable pre-implementation attitudes toward a new e-mail system increase, as a result of training, if users expect it to be easy to learn and use; (2) if user acceptance of an e-mail program increase as expected perceived usefulness increase as delineated by task-based documentation; (3) if task-based documentation is more effective than standard help menus while learning a new application program; and (4) if training that requires active student participation increase the acceptance of a new e-mail system. The following conclusions were reached: (1) Positive pre-implementation attitudes toward a new e-mail system are not affected by training even if the users expect it to be easy to learn and use. (2) User acceptance of an e-mail program does not increase as perceived usefulness increase when aided by task-based documentation. (3) Task-based documentation is not more effective than standard help menus when learning a new application program. (4) Training that requires active student participation does not increase the acceptance of a new e-mail system.","abstract_has_math":false,"creators":["Bell, Thomas"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Cleveland, Donald B., 1935-","Totten, Herman L.","Knezek, Gerald","Ennis-Cole, Demetria"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1999,"date_issued":"1999-05","date_published":"1999-05","updated_at":"2026-07-24T05:34:52Z","subjects":["Electronic data processing documentation.","Electronic mail systems.","Information technology -- Study and teaching.","e-mail","IT acceptance"],"languages":["English"],"rights":["Use restricted to UNT Community","Copyright","Bell, Thomas","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 42847736","untcat: b2166874","https://digital.library.unt.edu/ark:/67531/metadc2195/","ark: ark:/67531/metadc2195"],"render_values":[{"text":"oclc: 42847736","href":null,"code":true},{"text":"untcat: b2166874","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc2195/","href":"https://digital.library.unt.edu/ark:/67531/metadc2195/","code":true},{"text":"ark: ark:/67531/metadc2195","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc2195","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cleveland, Donald B., 1935-","Totten, Herman L.","Knezek, Gerald","Ennis-Cole, Demetria"]},{"key":"dc:creator","label":"Author","values":["Bell, Thomas"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["1999-05"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Electronic data processing documentation.","Electronic mail systems.","Information technology -- Study and teaching.","e-mail","IT acceptance"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Use restricted to UNT Community","Copyright","Bell, Thomas","Copyright is held by the author, unless otherwise noted. 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The study determined the following: (1) if favorable pre-implementation attitudes toward a new e-mail system increase, as a result of training, if users expect it to be easy to learn and use; (2) if user acceptance of an e-mail program increase as expected perceived usefulness increase as delineated by task-based documentation; (3) if task-based documentation is more effective than standard help menus while learning a new application program; and (4) if training that requires active student participation increase the acceptance of a new e-mail system. The following conclusions were reached: (1) Positive pre-implementation attitudes toward a new e-mail system are not affected by training even if the users expect it to be easy to learn and use. (2) User acceptance of an e-mail program does not increase as perceived usefulness increase when aided by task-based documentation. (3) Task-based documentation is not more effective than standard help menus when learning a new application program. (4) Training that requires active student participation does not increase the acceptance of a new e-mail system."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["The Effects of Task-Based Documentation Versus Online Help Menu Documentation on the Acceptance of Information Technology"]}]}],"canonical_facts":{"dc:contributor":["Cleveland, Donald B., 1935-","Totten, Herman L.","Knezek, Gerald","Ennis-Cole, Demetria"],"dc:creator":["Bell, Thomas"],"dc:date":["1999-05"],"dc:description":["The objectives of this study were (1) to identify and describe task-based documentation; (2) to identify and describe any purported changes in users attitudes when IT migration was preceded by task-based documentation; (3) to suggest implications of task-based documentation on users attitude toward IT acceptance. Questionnaires were given to 150 university students. Of these, all 150 students participated in this study. The study determined the following: (1) if favorable pre-implementation attitudes toward a new e-mail system increase, as a result of training, if users expect it to be easy to learn and use; (2) if user acceptance of an e-mail program increase as expected perceived usefulness increase as delineated by task-based documentation; (3) if task-based documentation is more effective than standard help menus while learning a new application program; and (4) if training that requires active student participation increase the acceptance of a new e-mail system. The following conclusions were reached: (1) Positive pre-implementation attitudes toward a new e-mail system are not affected by training even if the users expect it to be easy to learn and use. (2) User acceptance of an e-mail program does not increase as perceived usefulness increase when aided by task-based documentation. (3) Task-based documentation is not more effective than standard help menus when learning a new application program. (4) Training that requires active student participation does not increase the acceptance of a new e-mail system."],"dc:format":["Text"],"dc:identifier":["oclc: 42847736","untcat: b2166874","doi: 10.12794/metadc2195","https://digital.library.unt.edu/ark:/67531/metadc2195/","ark: ark:/67531/metadc2195"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Use restricted to UNT Community","Copyright","Bell, Thomas","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Electronic data processing documentation.","Electronic mail systems.","Information technology -- Study and teaching.","e-mail","IT acceptance"],"dc:title":["The Effects of Task-Based Documentation Versus Online Help Menu Documentation on the Acceptance of Information Technology"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:34:52Z"}