This study examined the comparative impact of two generations of a computer-assisted career guidance system, System of Interactive Guidance and Information (SIGI), and SIGI PLUS, on the career decidedness, vocational identity, and user perceptions of 64 college students. The students were randomly assigned to either SIGI or SIGI PLUS. The Occupational Alternatives Question, and My Vocational Situation were completed during pre- and post-treatment while the SIGI or SIGI PLUS Evaluation Form (a measure of user perceptions) was completed during post-treatment. After the completion of initial post-testing, students used the second system and completed the Comparative Computer Rating Form. Users rated SIGI and SIGI PLUS equally positive for their effectiveness in obtaining self and occupational information (analysis), viable career options (synthesis), and in attractiveness of interaction with the computer (computer effect). Persons with initial information needs rated both CACG systems significantly higher on the analysis scale than users without needs for information. Students' level of vocational identity increased significantly as a result of using SIGI and SIGI PLUS. Students with low initial vocational identity were more likely to increase their vocational identity if they used SIGI PLUS, than if they used SIGI. SIGI and SIGI PLUS appear equally capable of satisfying users' needs for information. When the students were asked to indicate their overall preference for one of the two systems, 38 percent preferred SIGI, while 62 percent preferred SIGI PLUS. The survey instrument and 53 references are attached. (Author/LLL)