The effects of learner control and amount of conceptual information on diagnostic skill learning
Rivera-Perez, Ydalith G.
Lane, David M.
Master of Arts
This study examined how knowledge retention and the acquisition of diagnostic skills are influenced by the amount of conceptual information presented and the degree of interactivity present during training. Eighty undergraduate and graduate Rice University students were randomly assigned to one of four training programs that varied in the amount of conceptual information presented and the level of interactivity allowed during training. Performance was assessed immediately after training and again at one week after training. Subjects receiving interactive training performed significantly better immediately after training and again after one week. Subjects receiving more conceptual information did not perform significantly better than subjects receiving less conceptual information. These findings suggest that training programs should be made interactive when possible. They further suggest that providing additional conceptual information does not necessarily improve performance.
Behavioral psychology; Educational psychology; Cognitive psychology; Higher education