Adaptive Remediation in Complex Skill Training

Abstract

Research has demonstrated that complex skill acquisition can be improved for some learners by implementing a Multiple Emphasis on Components (MEC) protocol during training. However, as learners vary in ability and experience, multiple emphasis may not be appropriate for all, and adaptive or individualized instructional paradigms may prove useful for training on some tasks. In addition, verbal elaboration has sometimes proven useful for improving training. In the present study, 118 participants were randomly assigned to one of six conditions representing the factorial combination of three emphasis conditions (total score, MEC, or MEC-adative remediation) and two verbal elaboration elaboration conditions (elaboration or no elaboration condition) and were trained on the complex task Space Fortress. Results support the use of adaptive multiple emphasis training on some task components. Results for verbal elaboration were mixed. Implications for training and computer-based adaptive training protocols are discussed.