Enhancing Learning Performance and Adaptability for Complex Tasks

摘要

This research addressed critical theoretical issues at the interface of motivational and cognitive theories of behavior central to understanding the mechanisms of learning, skill acquisition, and adaptability for individuals and teams operating in complex, computer-based task environments. Key outcomes of this work were: (a) the development and validation of a multilevel model of individual and team regulation (i.e., a model that accounts for individual and team learning, motivation, and performance), and (b) evaluation of several interventions that influenced individual and team regulatory processes. The findings have implications for simulation and distributed training system design to aid learner centered instruction. Because the research demonstrated that team learning and performance were a consequence of team member resource allocation processes, research extensions will endeavor to better model dynamic multiple goal regulation and resource allocation processes.