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The interaction of instructional representation and aptitude for performing statistical quality control tasks
Author(s) -
Liang SheauFarn,
Koubek Richard J.
Publication year - 1997
Publication title -
human factors and ergonomics in manufacturing and service industries
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.408
H-Index - 39
eISSN - 1520-6564
pISSN - 1090-8471
DOI - 10.1002/(sici)1520-6564(199721)7:2<97::aid-hfm3>3.0.co;2-d
Subject(s) - instructional design , task (project management) , quality (philosophy) , representation (politics) , aptitude , control (management) , cognition , computer science , psychology , pace , task analysis , process (computing) , job design , job performance , mathematics education , artificial intelligence , social psychology , job satisfaction , engineering , developmental psychology , law , operating system , geodesy , epistemology , political science , neuroscience , politics , geography , philosophy , systems engineering
Abstract Due to the fast pace of changing technologies and increasing job requirements for cognitive skills, workers are forced to update their cognitive skills continually. Consequently, there is a demand in current manufacturing environments for a training program that can improve cognitive task performance of workers. Instructional design is a key step in the design of training programs. Research in Aptitude‐Treatment Interaction (ATI) and Instructional Systems Development (ISD) is reviewed in this study, and an integrative approach for instructional design is derived. Results from this study indicate that individual difference in prior achievement is a significant determinant of performance on statistical quality control (SQC) tasks. Also, with the same familiarity level of domain concepts, subjects with higher prior achievement perform better than those with lower prior achievement when more instructional support in procedural instructional representation is presented. However, this evidence is not found with less instructional support in procedural instructional representation. It is concluded that instructional design in SQC or related task domains must account for the individual difference in prior achievement and consider the instructional representation to facilitate the learning process and enhance task performance. © 1997 John Wiley & Sons, Inc.