Effects of Instructional Strategies within an Instructional Support System to Improve Knowledge Acquisition and Application

Abstract

Simulation based training requires skilled instructors to provide necessary training. Due to the limited numbers of instructors available, alternative methods of instruction are being investigated. This study replicated previous labbased studies of instructional strategies (Metacognitive prompting and Contrasting Cases) as applied with military personnel, within the Deployable Virtual Training Environment (DVTE). Participants were randomly assigned to 3 groups, each group receiving either Metacognitive prompts, Contrasting Cases prompts or no prompts, respectively. Results showed 1) no difference between groups on declarative knowledge testing, 2) Contrasting Cases prompts scored highest on procedural knowledge testing, 3) Metacognitive prompts scored highest on conceptual knowledge testing, and 4) Metacognitive prompts scored highest on integrated knowledge testing. Recommendations and future research are discussed.

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