Controlling Challenge in Instructional Simulation

Abstract

This experiment was designed to assess the effects of instructional control mechanisms that altered the degree of challenge in an instructional simulation. Subjects were taught to place an icon at a position and orientation that corresponded to digital and analogue information displayed on a simulated aviation instrument. Three treatments were compared: a) learner control enabled subjects to control challenge; b) learner control with advisement provided the same control accompanied by ongoing advice on control decisions; and c) computer control automatically adjusted challenge. Treatments differentially affected subjects' response time on immediate and delayed tests and their control decisions during practice. Interference of control decisions with acquisition of the criterion skill and subjects' perceptions of their performance are discussed as potential contributors to the effects of the treatments.

Optimizing e‐learning: Research‐based guidelines for learner‐controlled training

“…Typically, learner-controlled training tasks last from 30 to 60 minutes (e.g., Burwell, 1991;Ellermann & Free, 1990;Gray, 1989;Lai, 2001;Mattoon & Klein, 1993;Milheim, 1990;Ross & Rakow, 1981). Cronbach and Snow (1981), however, note, "With most of the instructional variables examined in ATI [aptitude-treatment interaction] research, a period of habituation is probably necessary before the student is working with full effectiveness; this leads us to believe that an experiment lasting any less than ten class periods will be uninformative" (p. 44).…”

“…In other words, learners are given command over instructional options that were traditionally instructor-or programcontrolled (Ross & Rakow, 1981). Since Mager coined the term in 1961, learner control has grown to include control of many instructional design elements, including control of the content, sequence, pacing, context within which to learn, method of presentation, provision of optional content, locus of instructional control, incentives, and task difficulty of instruction (Mattoon & Klein, 1993;Ross & Rakow, 1981;Sims & Hedberg, 1995). In classroom training, instructors generally direct learning tasks, and training is often tailored to meet the needs of the average trainee.…”

Instructional control and part/whole-task training: A review of the literature and an experimental comparison of strategies applied to instructional simulation.

“…This assumption is contrary to the findings of educational research and may lead to the development of poor training simulations (Andrews, 1988). Mattoon and Klein (1993) point out that the additional tasks leamers must engage in to control an instructional simu• may produce performance deficits. They administered a whole-task -,%i lesson that taught undergraduates how to estimate the location and heading of target symbols on a simulated radar display.…”

“…Yet, most empirical evidence is in favor of program control. Instructional control strategies have not been thoroughly examined in the context of instructional simulation, but the findings of two studies (Mattoon & Klein, 1993;Munro, Fehling, and Town, 1985) indicate that instructional support must be carefully controlled to avoid interfering with learners' concentration on complex practice tasks.…”

“…Positive effects for learner control do not appear to permanently affect learning (Gray, 1987;Mattoon & Klein, 1993). Munro, Fehling and Towne (1985) found that learners did not perform as well under program control as under learner control, but this difference was due to the intrusive quality of the instruction rather than type of control.…”