טכניון מכון טכנולוגי לישראל
הטכניון מכון טכנולוגי לישראל - בית הספר ללימודי מוסמכים  
M.Sc Thesis
M.Sc StudentShelef-Gabrieli Michal
SubjectIn the Quest of Developing an Effective Training Protocol
for Psycho-Motor Procedural Skill: Are Stuctured
and Aid-Driven Guidance Good Ideas?
DepartmentDepartment of Industrial Engineering and Management
Supervisor Professor Eldad Yechiam
Full Thesis textFull thesis text - English Version


Abstract

Procedural skill is defined as the knowing how and when (in what order) to execute a series of procedures needed to accomplish a certain task. The use of visual-aids guidance during procedural skill training, in addition to verbal explanation, can help communicate information faster and more accurately. However, the literature also argues that in spatial tasks visual aids can impair training effectiveness because they inhibit the active exploration process of the visual environment. Moreover, during training of spatial tasks, visual instructions are posited to constitute a natural trap, as they are falsely attractive to both trainers and trainees. A 3-D computerized puzzle and a real world transfer task were used in a study in which two options of visual observational learning were manipulated: I) structured training (a training which begins with the trainer's demonstration or explanation) / unstructured training and II) aids-driven training (the trainer could point on objects and move objects for the trainee) / vocal training. Each trainer instructed trainees how to perform a computerized 3-D puzzle in the 2X2 conditions. Results indicated that the mental effort of both trainers and trainees during training (measured by PAT) was lower in the aids-driven observational learning condition, and that this was also the preferable training method. On the other hand, transfer task results for the real world task indicated lower success rates for this condition and less effective training. The study demonstrates that although the use of aids-driven guidance during procedural skill training is preferred by both trainers and trainees, it may lead to undesired strategic choices and meta-cognitive judgements in the training process, and hence may harm the performance of the task afterwards.