Title

Enhancing learning outcomes in computer-based training via self-generated elaboration

Authors

Authors

H. M. Cuevas;S. M. Fiore

Comments

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Abbreviated Journal Title

Instr. Sci.

Keywords

Cognitive load; Instructional efficiency; Knowledge acquisition; Knowledge organization; Self-generated elaboration; COGNITIVE LOAD; MULTIMEDIA INSTRUCTION; PERFORMANCE; EXPLANATION; DESIGN; ENVIRONMENTS; REDUNDANCY; EFFICIENCY; ATTENTION; DIAGRAMS; Education & Educational Research; Psychology, Educational

Abstract

The present study investigated the utility of an instructional strategy known as the query method for enhancing learning outcomes in computer-based training. The query method involves an embedded guided, sentence generation task requiring elaboration of key concepts in the training material that encourages learners to 'stop and think' about the information already presented before proceeding to new concepts. This study also investigated the effect of varying the level of elaboration (low or high) prompted by the queries. Fifty-one undergraduate students from the general psychology department subject pool at a major university in the southeastern United States received instruction on the basic principles of flight via one of three versions of a computer-based tutorial (no query, low-level elaboration query, or high-level elaboration query). Participants had no prior knowledge or previous experience with the aviation domain. A one-way between-groups design was employed, with the query method serving as the independent variable and a sample size of 17 per condition. Dependent variables included knowledge organization, knowledge acquisition, and instructional efficiency. Overall, results showed that incorporating low-level elaboration queries into the training resulted in improved organization, integration, and application of task-relevant knowledge and higher instructional efficiency. High-level elaboration queries consistently failed to produce significantly better post-training outcomes, possibly due to the increased cognitive load imposed on learners during training. The discussion centers on theoretical and practical implications for promoting and assessing learning outcomes in computer-based training.

Journal Title

Instructional Science

Volume

42

Issue/Number

6

Publication Date

1-1-2014

Document Type

Article

Language

English

First Page

839

Last Page

859

WOS Identifier

WOS:000343813600001

ISSN

0020-4277

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