Evaluating Two Modes of Observational Learning in Cognitive-Spatial Task Training

摘要

The focus of the current study was to evaluate the effect of two modes of observational learning, dyad trainer-trainee performance and preliminary observational learning part, on training, as well as the interaction between them. We conducted an experimental study with a 3-D computerized puzzle. Each trainer offered four trainees instruction in solving this puzzle in a 2×2 between-participants design: with or without preliminary observational learning, and with dyad trainer-trainee performance or with verbal guidance only during training (16 trainees in each group). Results demonstrated that the preliminary observational learning resulted in longer training time but better performance in terms of success rates, and that dyad trainer-trainee performance led to shorter training time and did not influence performance. No significant interaction between the two modes was found. The cost-effectiveness matrix that was found in this study can assist in designing guidelines for choosing the appropriate observational learning methods in training.