Instructional Control and Part/Whole-Task Training: A Review of the Literature and an Experimental Comparison of Strategies Applied to Instructional Simulation
Final rept. May 1993-Feb 1994
ARMSTRONG LAB BROOKS AFB TX HUMAN RESOURCES DIRECTORATE
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This experiment examined the effects of learner and program control and part-task and whole-task training strategies in a microcomputer-based instructional simulation program. Undergraduate Reserve Officer Training Corps ROTC students were taught how to use a simulated head-up display HUD and radar-electric optical REO display to estimate the location and heading of aircraft symbols on a computer screen. The part-task version of the program delivered instruction and practice on each of four parts of the target- estimation task. The whole-task version taught the entire task in one lesson. Subjects under learner control had the option to complete additional instruction after each practice activity, while those under program control received additional instruction when their practice performance was below criteria. Under program control, part-task subjects estimated targets significantly faster and spent significantly less time on instruction than whole-task subjects. Results also revealed a significant control by training task interaction that identified complex relationships among the instructional treatments. Fliqht simulation, Learner control, Program control, Flight simulators, Literature review, Simulation, Instructional control, Part-task training, Whole-task training, Instructional simulation.
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