Instruction Mode and Instruction Intrusiveness in Dynamic Skill Training

摘要

Unlike computer based instruction of knowledge systems, instructional feedback for dynamic skill training has been found to be most effective when the student chooses when and if feedback is to be received (Munro, Fehling, Blaise, & Towne, 1981). Because students in dynamic skill training are often heavily loaded with processing demands, instructional feedback must be postponed until students have sufficient free resources to process it. The present study attempts to replicate these findings using a simpler task. The second factor in the present study is the effectiveness of computer generated voice output in instruction and simulation in dynamic skill training. These hypotheses were tested in an experiment in computer based instruction. Both the intrusiveness and delivery mode (text-voice) factors had statistically significant effects on student errors. The group which performed the best received feedback in a textual mode and had control over when and if they were to receive feedback. The second best group received feedback in a computer voice mode and had control over when and if they were to receive feedback. The third best group received immediate feedback to errors and feedback that was in a textual mode. The group with the poorest performance received immediate feedback to errors and feedback that was in a computer voice mode. The results suggest (1) that instruction in dynamic skill should be non-intrusive, and (2) that current inexpensive voice synthesis technology is not appropriate for dynamic skill training. (Author)