The effects of an active development of the mental model in the training process: Experimental results in a word processing system
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The effects of an active development of the mental model in the training process : Experimental results in a word processing system. / Frese, Michael; Albrecht, Karen; Altmann, Alexandra et al.
In: Behaviour and Information Technology, Vol. 7, No. 3, 01.07.1988, p. 295-304.Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - The effects of an active development of the mental model in the training process
T2 - Experimental results in a word processing system
AU - Frese, Michael
AU - Albrecht, Karen
AU - Altmann, Alexandra
AU - Lang, Jutta
AU - Papstein, Patrizia V.
AU - Peyerl, Reinhard
AU - Prümper, Jochen
AU - Schulte-Göcking, Heike
AU - Wankmüller, Isabell
AU - Wendel, Rigas
PY - 1988/7/1
Y1 - 1988/7/1
N2 - Three different training programmes for a word processing system were experimentally compared: (1) a sequential programme, which taught low-level skills and which did not help the user actively to develop a mental model, (2) a hierarchical programme, which provided an explicit and integrated conceptual model of the system to the user and (3) a programme in which the users were asked to develop hypotheses on the functioning of the software and in which they were encouraged to use an active and exploratory approach. From an action theory point of view it was hypothesized that the third group would be superior to the first group. In an experimental study with two training sessions each of two hours and a two-hour testing session (n = 15), this was shown to be the case for several performance criteria (error time, transfer and experimenter rating). Additionally, an interindividual difference variable lo measure the individual learning style was used, giving results that could be interpreted in a similar way to the experimental results. © 1988 Taylor & Francis Group, LLC.
AB - Three different training programmes for a word processing system were experimentally compared: (1) a sequential programme, which taught low-level skills and which did not help the user actively to develop a mental model, (2) a hierarchical programme, which provided an explicit and integrated conceptual model of the system to the user and (3) a programme in which the users were asked to develop hypotheses on the functioning of the software and in which they were encouraged to use an active and exploratory approach. From an action theory point of view it was hypothesized that the third group would be superior to the first group. In an experimental study with two training sessions each of two hours and a two-hour testing session (n = 15), this was shown to be the case for several performance criteria (error time, transfer and experimenter rating). Additionally, an interindividual difference variable lo measure the individual learning style was used, giving results that could be interpreted in a similar way to the experimental results. © 1988 Taylor & Francis Group, LLC.
KW - Business psychology
UR - http://www.scopus.com/inward/record.url?scp=0000663084&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/7e3bc9bf-d244-3a27-b650-765cc3c6d3cd/
U2 - 10.1080/01449298808901879
DO - 10.1080/01449298808901879
M3 - Journal articles
AN - SCOPUS:0000663084
VL - 7
SP - 295
EP - 304
JO - Behaviour and Information Technology
JF - Behaviour and Information Technology
SN - 0144-929X
IS - 3
ER -