The Role of Effective Modeling in the Development of Self-Efficacy: The Case of the Transparent Engine*

doi:10.1111/j.1540-4609.2007.00126.x

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Wiley InterScience

Decision Sciences Journal of Innovative Education

Volume 5 Issue 1, Pages 21 - 42

Published Online: 31 Jan 2007

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The Role of Effective Modeling in the Development of Self-Efficacy: The Case of the Transparent Engine*

Kevin P. Scheibe ^1† Brian E. Mennecke ² Andy Luse ³

¹ Department of Logistics, Operations, and Management Information Systems, Iowa State University, Ames, IA 50011, e-mail: kscheibe@iastate.edu
² Department of Logistics, Operations, and Management Information Systems, Iowa State University, Ames, IA 50011, e-mail: mennecke@iastate.edu
³ Department of Logistics, Operations, and Management Information Systems, Iowa State University, Ames, IA 50011, e-mail: andyluse@iastate.edu

^† Corresponding author.

*We thank Gary Koppenhaver, the editor, and two anonymous reviewers for their suggestions which significantly improved the quality of this article. We also thank Diane Janvrin for allowing us to present our research manipulations in her class and collect data from her students.

KEYWORDS

Active Learning • Enactive Mastery • Self-Efficacy • and Vicarious Experience

ABSTRACT

Computing technology augments learning in education in a number of ways. One particular method uses interactive programs to demonstrate complex concepts. The purpose of this article is to examine one type of interactive learning technology, the transparent engine. The transparent engine allows instructors and students to view and directly interact with educational concepts such as Web-enabled software development. The article first presents a framework describing transparent engines. The framework details four types of transparent engines: (1) enactive mastery/manipulatable, (2) enactive mastery/nonmanipulatable, (3) vicarious experience/manipulatable, and (4) vicarious experience/nonmanipulatable. Following this, we present the results of an experiment designed to examine this framework by testing its predictions for one quadrant, vicarious experience/nonmanipulatable. The results support the framework in that students taught concepts with the aid of the vicarious experience/nonmanipulatable transparent engine had significantly higher domain-specific self-efficacy compared to those taught the same concepts without this tool.

DIGITAL OBJECT IDENTIFIER (DOI)

10.1111/j.1540-4609.2007.00126.x About DOI