Strategy Guidance and Memory Aiding in Learning a Problem-Solving Skill
- 1 April 1992
- journal article
- Published by SAGE Publications in Human Factors: The Journal of the Human Factors and Ergonomics Society
- Vol. 34 (2), 129-145
- https://doi.org/10.1177/001872089203400201
Abstract
Guidance can help learners overcome the difficulties of getting started in a novel domain, but it is often ineffective in promoting learning and transfer. This article examines two aspects of guidance-communicating solution strategies for a problem domain and providing working memory support-in learning a novel problem-solving skill. Subjects in two experiments learned to troubleshoot simulated information networks. The learning environment varied in type of guidance provided-none, variable template, fixed template, and procedural instruction-and in availability of memory aiding. Variable-template guidance was effective when memory aiding was provided, and procedural instructions produced effective learning with or without memory aiding. However, fixed-template guidance was not effective, and there was no consistent effect of memory aiding in unguided, discovery learning conditions. The results have theoretical implications for the locus of guided-learning effects and suggest practical guidelines for the design of guided-learning environments.Keywords
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