Interface Style and Training Task Difficulty as Determinants of Effective Computer‐Assisted Knowledge Transfer*
通过实验操纵计算机辅助培训程序的界面设计和任务内容，发现不同交互风格和任务难度对新手学习效果有显著影响，对审计培训设计有参考价值。
ABSTRACT The transfer of expert knowledge to novices is one means of improving decision quality. Research needs to identify (1) the knowledge to be transferred to novices, and (2) the best method for transferring that knowledge. Studies that compare the judgment behavior of experienced and novice auditors address the first issue. The present study addresses the second issue in the context of using a computer‐assisted training (CAT) program. CAT was selected for study because of evidence that it can both improve the effectiveness and reduce the costs of training. An experiment was conducted in which two factors were manipulated: (1) the design of the human‐computer interface of the CAT program, and (2) the content of training tasks. The judgment of interest involved causal reasoning about the relationships between various internal control procedures and possible errors. The results indicate that alternative styles of interaction with a CAT program differ in terms of learning effectiveness. In addition, there was also evidence that training task content affected learning.