Many past studies of computer self efficacy (CSE) have emphasized the impact of psychogenic factors on the users’ CSE, but few have examined the effects of task complexity and novel technologies. This study looks at the impact on CSE of the complexity of emerging Web 2.0 technologies and the task context in which they are applied. Students in a capstone course applied simple and complex Web 2.0 interaction tools for course assignments and were evaluated on the strength of their CSE for use of the technologies in a complex task context. Findings show significant differences in CSE between users of simple and complex Web 2.0 technologies in general and for the complex task context, suggesting that in complex task conditions, CSE is highly influenced by the complexity of new technologies. Implications for the design of technology-based learning experiences for complex tasks are discussed.
Available at: http://works.bepress.com/malu_roldan/4/