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

    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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