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Interface Style and Training Task Difficulty as Determinants of Effective Computer‐Assisted Knowledge Transfer *
Author(s) -
Gal Graham,
Steinbart Paul John
Publication year - 1992
Publication title -
decision sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.238
H-Index - 108
eISSN - 1540-5915
pISSN - 0011-7315
DOI - 10.1111/j.1540-5915.1992.tb00380.x
Subject(s) - computer science , task (project management) , interface (matter) , audit , context (archaeology) , quality (philosophy) , human–computer interaction , transfer of training , knowledge management , style (visual arts) , history , paleontology , philosophy , management , archaeology , bubble , epistemology , maximum bubble pressure method , parallel computing , economics , biology
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.