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ERIC Number: EJ1054436
Record Type: Journal
Publication Date: 2013-Nov
Pages: 15
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0022-0663
Guiding Learners through Technology-Based Instruction: The Effects of Adaptive Guidance Design and Individual Differences on Learning over Time
Kanar, Adam M.; Bell, Bradford S.
Journal of Educational Psychology, v105 n4 p1067-1081 Nov 2013
Adaptive guidance is an instructional intervention that helps learners to make use of the control inherent in technology-based instruction. The present research investigated the interactive effects of guidance design (i.e., framing of guidance information) and individual differences (i.e., pretraining motivation and ability) on learning basic and strategic task skills over time. One hundred thirty participants were randomly assigned to 1 of 2 types of adaptive guidance (autonomy supportive, controlling) or a no-guidance condition while learning to perform a complex simulation task over 9 consecutive trials. Results indicated that participants receiving controlling guidance acquired strategic task skills at a faster rate than participants receiving autonomy-supportive guidance or no guidance. The design of adaptive guidance also moderated the effects of pretraining motivation and cognitive ability on learners' acquisition of basic and strategic task skills. Specifically, autonomy-supportive guidance enhanced the positive effects of pretraining motivation on the acquisition of basic task skills, and controlling guidance enhanced the positive effects of cognitive ability on the acquisition of strategic task skills. Implications for research and practice are discussed.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A