New technologies typically go through significant improvements during their
early diffusion. Literature suggests that these modifications follow from learning-by-using.
However, the micro-level processes by which learning-by-using is actually achieved
remain understudied. The present paper examines these processes through an in-depth
case study of the design and use of a new health-care device. It identifies
several learning processes and preconditions for learning that constituted learning-by-using.
The results question the dominant image of learning-by-using as a harmonious
flow of user feedback.
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