Optimizing the number of steps in learning tasks for complex skills
Bibliographic Data
| ID | 5263668 |
|---|---|
| Authors | Rob J Nadolski, Rob Nadolski (0000-0002-6585-0888, Open University of the Netherlands, corresponding author), Paul A Kirschner (0000-0002-8743-0462, Open University of the Netherlands), Jeroen J G Van Merriënboer (0000-0002-5868-7031, Open University of the Netherlands) |
| Year | 2005 |
| Volume | 75 |
| Issue | 2 |
| Pages | 223-237 |
| Publication date | 2005-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709904x22403 |
| PMID | 16033664 |
| OpenAlex | W2109816554 |
| Language | EN |
| Citations received | 6 |
| References cited | 15 |
Background. Carrying out whole tasks is often too difficult for novice learners attempting to acquire complex skills. The common solution is to split up the tasks into a number of smaller steps. The number of steps must be optimized for efficient and effective learning.Aim. The aim of the study is to investigate the relation between the number of steps provided to learners and the quality of their learning of complex skills. It is hypothesized that students receiving an optimized number of steps will learn better than those receiving either the whole task in only one step or those receiving a large number of steps.Sample. Participants were 35 sophomore law students studying at Dutch universities, mean age = 22.8 years (SD=3.5), 63% were female.Method. Participants were randomly assigned to 1 of 3 computer-delivered versions of a multimedia programme on how to prepare and carry out a law plea. The versions differed only in the number of learning steps provided. Videotaped plea-performance results were determined, various related learning measures were acquired and all computer actions were logged and analyzed.Results. Participants exposed to an intermediate (i.e. optimized) number of steps outperformed all others on the compulsory learning task. No differences in performance on a transfer task were found. A high number of steps proved to be less efficient for carrying out the learning task.Conclusions. An intermediate number of steps is the most effective, proving that the number of steps can be optimized for improving learning
Cognitive psychology · Mathematics education · Plea · Quality (philosophy) · Sample (material) · Task (project management) · Transfer of learning · Artificial Intelligence · Computer Science · Innovative Teaching and Learning Methods · Problem and Project Based Learning · Psychology · Visual and Cognitive Learning Processes
Does discovery-based instruction enhance learning?
Cognitive Load Theory and Complex Learning
Why Minimal Guidance During Instruction Does Not Work
Understanding workers’ psychological states and physiological responses during human–robot collaboration
Learning to use electronic outlining via observational learning
Effects of cueing and collaboration on the acquisition of complex legal skills
| Citations per year | 0.29 |
|---|---|
| Citation span | 2005 - 2025 (21) |
| Highly cited | No |