Designing Instructional Simulations: Effects of Instructional Control and Type of Training Task on Developing Display-Interpretation Skills

Mattoon, Joseph S.

doi:10.1207/s15327108ijap0403_1

Cited by 16 publications

(2 citation statements)

References 18 publications

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“…Temporal transfer can be improved by achieving a high level of proceduralization of skills through repeated practice of a task (Kluge et al, 2009). Farr (1987) and Arthur et al (1998) point out that the degree of initial learning can be increased by rehearsal and repetition, which is supported by Merrill (2001) and further research evidence provided by Foss, Fabiani, Mané, and Donchin (1989), Kontogiannis and Shepherd (1999), Mattoon (1994), Morris and Rouse (1985), Hesketh (1997), and Hagman and Rose (1983), who concluded that repetitions are effective when applied both before and after task proficiency has been achieved. Similarly, Goldstein and Ford (2002) have referred to automaticity of task completion as a powerful means to maintain performance over extended lay-off periods.…”

Section: Training For Long Intervals Of Non-use (Temporal Transfer)mentioning

confidence: 85%

Designing Training for Temporal and Adaptive Transfer: A Comparative Evaluation of Three Training Methods for Process Control Tasks

Kluge

Sauer

Burkolter³

et al. 2010

Journal of Educational Computing Research

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Training in process control environments requires operators to be prepared for temporal and adaptive transfer of skill. Three training methods were compared with regard to their effectiveness in supporting transfer: Drill & Practice (D&P), Error Training (ET), and procedure-based and error heuristics training (PHT). Communication electronics trainees (N = 61) were tested twice (9 and 13 weeks after training). The D&P group outperformed the ET group with respect to temporal transfer. The expected benefits of PHT and ET for adaptive transfer were not found. The superiority of D&P demonstrates that cognitive tasks also need repeated practice for temporal transfer.

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Section: Training For Long Intervals Of Non-use (Temporal Transfer)mentioning

confidence: 85%

Designing Training for Temporal and Adaptive Transfer: A Comparative Evaluation of Three Training Methods for Process Control Tasks

Kluge

Sauer

Burkolter³

et al. 2010

Journal of Educational Computing Research

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“…The learner can focus on the acquisition of a task component without information overload (Sweller, 1994). Also, learners may become overwhelmed and may be especially susceptible to frustration while practicing with complex, whole-task simulations (Mattoon, 1994), reducing their motivation to expend effort on the task. Thus, part-task simulators allow the partition of an otherwise difficult task into smaller, more manageable components, which is advantageous when learning involves complex tasks, such as those taught in health care.…”

Section: How To Describe Simulation?mentioning

confidence: 99%

Simulation Training in Health Care

Drews

Bakdash²

2013

Reviews of Human Factors and Ergonomics

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In this chapter, we discuss the application of human factors and ergonomics to developing effective simulation training in health care. Simulation provides a safe, effective method for training and assessing human performance. In aviation, simulation-based training and assessment has been widely used, significantly improving safety. This progress would have been impossible without the involvement of human factors and ergonomics. Although aviation and health care have similarities, there also are differences that complicate the widespread implementation of simulation in health care.

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Motor sequence learning and the effect of context on transfer from part-to-whole and from whole-to-part

Rhein

Vakil

2017

Psychological Research

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The present study attempts to characterize the contextual conditions (i.e., addition versus omission of elements) that enable or prevent transfer of an acquired skill. The effect of learning and transfer from part-to-whole and from whole-to-part was studied with the serial reaction time (SRT) task. In this study, two alternative sequences of the SRT task were utilized, a short (i.e., 'part') sequence consisting of six elements (ADBACD), and a long (i.e., 'whole') one consisting of 12 elements (BDCADBACDABC) in which the short sequence was embedded. Three groups participated in the study: one was trained with the 'whole' sequence and two with the 'part' sequence (differing in the number of initial training trials performed), for six blocks followed by a random block. Then, for an additional block, each group was divided into two subgroups, one which continued to practice the same sequence, while the other was transferred to the alternate sequence (i.e., 'part-to-whole' and 'whole-to-part'). Results indicated that the group that first practiced the 'whole' and then the 'part' sequence showed full transfer, while the other group showed only partial transfer from the 'part' to 'whole' sequence. The findings of the present study are inconsistent with Thorndike's principle of identical elements, and, instead, indicate that full transfer is enabled in spite of certain contextual changes (i.e., omissions), but only partial transfer is enabled when other changes are applied (i.e., additions).

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Designing Instructional Simulations: Effects of Instructional Control and Type of Training Task on Developing Display-Interpretation Skills

Cited by 16 publications

References 18 publications

Designing Training for Temporal and Adaptive Transfer: A Comparative Evaluation of Three Training Methods for Process Control Tasks

Designing Training for Temporal and Adaptive Transfer: A Comparative Evaluation of Three Training Methods for Process Control Tasks

Simulation Training in Health Care

Motor sequence learning and the effect of context on transfer from part-to-whole and from whole-to-part

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