Complexity and control a determinants of performance with information technology innovations

Introducing innovations (e.g., new software applications) is a challenge to organizations as well as in the classroom. Using 244 students, this laboratory experiment evaluates the impact of perceived complexity and control on performance with a computer-assisted software engineering tool. The students were placed into three groups on the basis of their formal IS education and the length of their training on the tool. Upon completion of their database design task, they completed a questionnaire concerning their perceptions of the complexity of the tool and the control they had using the tool. The findings show that perceived complexity and control impacted performance, but did so in different ways for each group. Further, the experiment revealed that training had a greater impact than formal education.