EFFECTS OF FEEDBACK AND COGNITIVE PLAYFULNESS ON PERFORMANCE IN MICROCOMPUTER SOFTWARE TRAINING
通过68名全职员工的实地实验，研究了绩效反馈和认知趣味性（人机交互中的认知自发性）对微型计算机培训绩效的影响，发现积极反馈和较高认知趣味性均能提升测试成绩和积极情绪，且低认知趣味性员工从积极反馈中获益更多。
A field experiment of 68 full‐time employees studied the effects of performance feedback and cognitive playfulness (that is, cognitive spontaneity in human‐computer interactions) on microcomputer training performance. In addition, this research examined the impacts of performance feedback and cognitive playfulness on software efficacy perceptions and on a variety of affective outcomes, including satisfaction with feedback, satisfaction with training, and positive mood. The findings suggest that positive feedback generally results in higher test performance and more positive affective outcomes, than does negative feedback. Similarly, employees higher in cognitive playfulness demonstrated higher test performance and more positive affective outcomes than those lower in cognitive playfulness. Finally, a significant feedback × playfulness interaction on test performance was found. Specifically, employees lower in cognitive playfulness benefited more from the positive feedback than did those higher in cognitive playfulness. Implications for practice and future research are discussed.