Previous research into the effectiveness of dynamic versus static instructional design paradigms has reported divergent findings. Dynamic instructions have been shown to be more effective in teaching novel procedural skills. In contrast, the apparent benefit of dynamic over static instructions has been attributed in other studies to the cognitive capabilities and previous knowledge of the learner. Can the benefit of dynamic instruction persist in learners with domain expertise on learning novel tasks? In this paper, we report the result of an experiment that shows that irrespective of the learner's previous knowledge, dynamic instructions retain a significant effectiveness over statics for teaching intra-domain novel task performance. Twenty-four participants with domain expertise were divided into three independent groups to perform a procedural motor task following treatment with different training interfaces. After controlling for spatial abilities and excluding previous specific-to-task knowledge, we observe that participants that trained with interfaces containing dynamic content recorded better task performance measures than others using non-dynamic interfaces. This suggest that within the context of motor skill acquisition, dynamic instructional interfaces can yield significant increases to post-learning task performance measures, which is independent of the learner's cognitive capabilities or previous knowledge.In a study prior to the widespread use of Computer Based Training (CBT) and simulator systems, Spangenberg (1973), investigated the use of video in teaching the disassembly of a machine gun and observed a significant reduction in time and sequencing errors for participants using the
Cognitive computational modeling is a viable methodology for further investigation of the hitherto inconclusive findings on the cognitive benefits of dynamic versus static visualization components of instructions. This is more so as contemporary cognitive architectures such as the Adaptive Control of Thought-Rational (ACT-R) 6.0 are increasingly applied to traditional cognitive psychology research problems. The application of this methodology is, however, restricted by the limited capability of existing architectures for implementing detailed atomic motor actions such as those involved in complex skill acquisition and performance. This article presents a 2-component computational modeling methodology for investigating the cognitive processes involved in the acquisition and performance of skilled motor tasks. The approach specifies a novel combination of a sequence-of-point technique with a movement control mechanism to implement variously acquired cognitive mental task representations and their intertwined role in postlearning performance as evident in the atomic control of motor actions. This paradigm is validated for 2 experiments using incrementally developed cognitive models developed in ACT-R 6.0. The model's quantitative outputs correlate significantly with equivalent empirical human data. This has implications for multimedia instructional design, especially where rapid, transferrable skill acquisition is desired on initial exposure.
Interactions between instruction visualisations and task mental representations in skill acquisition is arguably knowledge-domain dependent. This paper presents the design and preliminary results of an experiment that extends the knowledge-domain dependent model to the acquisition of spatial navigational skills. A between-group design is proposed and tested to compare post-learning navigational performances of different learner groups in a virtual environment. The preliminary results indicate a benefit of dynamic over static visualisations in the acquisition of spatial navigational skills, which is consistent with previous results. A full study with a larger sample size and multi-level comparative analysis is currently underway.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.