The Effects of Task Experience and Learner Control on Time and Learning in Training

Learner control has the potential to improve the efficiency of training, but the specific design characteristics that do so have not been consistently demonstrated. Some research has shown learner control to improve learning, but many studies reveal learner control reduces learning outcomes. In the present thesis, task experience and the role of time are examined in the association between learner control and learning outcomes. A new model of learner control was proposed, which hypothesized a relationship between sequence control and meta-cognitive strategy, with task experience as a moderator. Task experience was predicted to be related to learning outcomes. Meta-cognitive strategy was predicted to mediate both the relationship between sequence learner control and learning outcomes as well as sequence learner control and time on task. Time on task was predicted to mediate the relationship between meta-cognitive strategy and learning outcomes. The model was tested by giving a Microsoft Excel training task with sequence control to undergraduates as well as volunteers recruited from an online community. Unfortunately, the sample size collected was insufficient to test several portions of the proposed model. Support was found for several relationships. Task experience was related to post-training knowledge. Time on task was related to post-training knowledge and observable skill. Surprisingly, meta-cognitive strategy was not found to be related to learning outcomes. Practical implications and future directions are discussed.