One justification for eliciting and representing the judgment strategy of an expert in a rule-based expert system (RBES) is to facilitate knowledge transfer to individuals with less expertise. However, prior research suggests complexities and potential problems when using RBESs for training. In this paper, a conceptual framework of user learning from RBESs is presented. It is proposed that learning may be ineffective when the problem representation of the RBES is inconsistent with the user's mental representation of the task-domain knowledge.An experiment was conducted to examine the effects of consistency (inconsistency) between the problem-solving strategy of RBESs and individuals' memory structures. Groups of subjects whose memory structure either matched or did not match two RBESs' problem-solving strategies were examined using an internal control evaluation task. The results suggest that learning was facilitated only for groups with congruence between the RBES's problem-solving strategy and a subject's memory structure.
263264 Decision Sciences [Vol. 21 However, research in cognitive psychology of learning, expert problem solving, and man-machine interface (MMI) suggests that using RBESs for training requires an understanding of the complex cognitive interface between the system and users. Unfortunately, most RBES research has been criticized for emphasizing the construction of the computer system while failing to adequately consider the cognitive aspects of the user-system interface [21 [291 [301 1491 1521 [531 [691. Jointly, these findings suggest that an existing RBES's usefulness in training may be limited.The purpose of this research is twofold. First, we provide a theoretical framework for user learning from decision aids such as RBESs. Specifically, we discuss the importance of the user's existing knowledge and mental representation of the system on learning the domain-specific knowledge represented in the RBES. It is hypothesized that if an RBES is to be successful as a training device, the knowledge structure of the rule base must be consistent with the user's mental representation of knowledge in the task domain. Second, we offer some experimental evidence to illustrate the importance of user cognitive processes in knowledge transfer.The present research has potential implications for both theory development and practice. The decision-aid literature has only scant underlying theory on the effects of decision aids on user learning and performance. As DeSanctis pointed out, There has been no research on learning and the use of decision support systems other than studies that consider the problem of teaching people to use software.The need is for research into how a user comes to integrate decision aids into the decision making process effectively, given that he or she is already familiar with the software. [30, pp. 4774781 information systems, and individual decision making in journals such as The Accounting Review, Accounting Organizations and Society, Journal of Accoun fancy, Journal of Inform...
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