ADAPTIVE GUIDANCE: ENHANCING SELF‐REGULATION, KNOWLEDGE, AND PERFORMANCE IN TECHNOLOGY‐BASED TRAINING
研究在技术培训中引入自适应指导策略，发现其能显著改善学员的学习方式、自我调节能力、知识获取和绩效表现。
Considerable research has examined the effects of giving trainees control over their learning (Steinberg, 1977, 1989; Williams, 1993). The most consistent finding of this research has been that trainees do not make good instructional use of the control they are given. Yet, today's technologically based training systems often provide individuals with significant control over their learning (Brown, 2001). This creates a dilemma that must be addressed if technology is going to be used to create more effective training systems. The current study extended past research that has examined the effects of providing trainees with some form of advisement or guidance in addition to learner control and examined the impact of an instructional strategy, adaptive guidance, on learning and performance in a complex training environment. Overall, it was found that adaptive guidance had a substantial effect on the nature of trainees' study and practice, self‐regulation, knowledge acquired, and performance.