Article ID Journal Published Year Pages File Type
352112 Computers in Human Behavior 2007 11 Pages PDF
Abstract

In a computer-based simulation of a chemical processing plant, the differential effects of three instructional strategies for learning how to troubleshoot the plant’s malfunctions were investigated. In an experiment concerning learners’ transfer performance and mental effort, the simulation presented the three strategies to three groups of learners and measured their performance on the transfer tasks. In this experiment, conventional problem solving was contrasted with two worked example strategies. The results indicated a significant difference between practicing problem solving and using worked examples. Learners who practiced problem solving in an interactive simulation outperformed the learners who studied computer-based worked examples. They also invested lower mental effort in transfer tasks. When accounting for the difference in the learners’ domain knowledge, the strategies were not significantly different among the more experienced learners. For the less experienced learners, those who practiced problem solving significantly outperformed their worked example counterparts. Among all participants and also among less experienced learners the problem solving group invested significantly lower mental effort in the performance of transfer tasks. Based on the results of this study, the authors recommend the use of the conventional problem solving strategy with or without worked examples for learning complex skills.

Related Topics
Physical Sciences and Engineering Computer Science Computer Science Applications
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