A Theory of Personal Computing Education Rooted in Spreadsheets:The Non-Intervening Educator and the Conditions for Human Growth

This paper examines the state of spreadsheet education and proposes a new educational framework. Current spreadsheet instruction in Japan ends with explanations of functions, and learners never develop the ability to apply that knowledge independently. This paper draws on End User Computing (EUC) theory, cognitive science (working memory, schema theory, the forgetting curve), situated learning theory, and the TPACK framework to analyze the structural causes of this problem. The paper then proposes an educational model in which the educator’s role is to create an environment that supports autonomous growth rather than to transmit knowledge directly. Key elements of this model include understanding what a spreadsheet is, mastering the minimum necessary elements, acquiring a six-step operation loop, and establishing an operation philosophy. The paper argues that genuine spreadsheet competence can only be achieved through approximately 200 hours of autonomous self-directed practice after the initial instructional intervention.