The Role of Observational Learning in Automated Instruction of Complex Tasks

Abstract

This study tested the prediction that observational learning will be more effective for motor tasks having substantial cognitive demands than for those that do not. Subjects were divided into three treatment groups: performers, observers, and no-observe controls. In Phase I, subjects were trained on a computer-based flight task requiring relatively little cognitive demands. In Phase II, subjects were trained on a different flight task that had significant cognitive and strategic demands. In Phase I, performers were superior to both observers and controls; the observers did not differ significantly from the controls. In Phase II, observation showed a beneficial effect for females. The female observers performed as well as the female performers. The results of this study suggest that observational learning benefits tasks with significant cognitive components more than tasks that are primarily psychomotor. Implications for computer-based training are discussed.