Abstract
Although many current theories emphasize the interactive and exploratory nature of learning, computer-aided training systems that use these principles often appear ineffective. A series of four experiments examined two kinds of interaction that are available in a number of commercial systems: (1) interactively reading instructions and then performing the indicated steps; (2) interactively selecting the order in which to explore the instructions. The data suggest that although interaction leads to better performance initially, this advantage is lost after a short delay. Likewise, unstructured access to training materials can actually inhibit subsequent performance. The consequences for the design and use of training materials is discussed.
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