Conclusions and references from the chapter: Atlas, R., Cornett, L., Lane,
D. M., & Napier, H. A. (in press) The use of animation in Software Training:
Pitfalls and Benefits. In M. Quinoñes and A. Dutta (Eds.) Training
for 21st Century Technology: Applications of Psychological Research
. American Psychological Society, Washiongton, D.C.
Conclusions
The goal of training in computer applications should be to support post-training
performance (Schmidt & Bjork, 1992). How well users can perform their
skills in the long term is much more important than how well they perform
immediately following training and there are several factors that seem to
support long-term retention of skill. Conditions that provide added difficulty
for learners usually result in poor initial performance, but better delayed
performance (Catrambone, 1989; Charney & Reder, 1986; Kamouri et al.,
1986; Schmidt & Bjork, 1992). These more difficult conditions require
a deeper level of cognitive processing which results in better learning.
Also, making the procedural information more meaningful by providing a conceptual
framework may aid skill retention and help learners transfer their skills
to novel situations (Bayman & Mayer, 1988; Kieras & Bovair, 1984;
Rose, 1989). Baggett (1987) also found that the best retention of skill
resulted when the learners first practiced a task "hands-on" before
watching a narrated film of the procedures.
In many organizations, personal computer software training is accomplished
using instructors. Usually, the instructor's computer is connected to a
projector that the class participants can observe. Each student has access
to a personal computer during the training class. After the instructor demonstrates
a procedure, the students then attempt the same process on their computer.
The instructor often discusses concepts as the procedure is explained and
demonstrated. This approach is similar to the Animation plus conceptual
verbal information (AC) condition of our experiments. To improve long-term
retention, the instructor might demonstrate a procedure and direct the students
to complete the procedure for a task in a similar but slightly different
manner. For example, the instructor might change the font size for a document
to 12 pt and direct the students to make the font size 14 pt.
In summary, animation offers to be an effective tool in training the use
of computer software. It is enjoyable and therefore can motivate users to
learn more about their software. Unlike text-based instruction, animation
it is easy to integrate visual and auditory information in animation training.
The auditory information should not provide information completely redundant
with the information displayed visually. Instead, the auditory information
should supplement the procedural information shown visually with conceptual
information. The use of animation has the potential to result in mimicry
and very superficial learning. It appears that introducing slight differences
in the task being shown in the animation and the task the user is asked
to perform helps to reduce mimicry and rote learning and therefore improve
long-term retention.
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