| Abstract |
| Quick and accurate learning of diverse electronic products has become an important daily task. In particular, software occupies core status in the control and operation of the products. This research tested the effects of learning method, schedule, and task difficulty in the learning of software. Using 2 (learning method: experiential vs.verbal) x 2 (learning schedule: spaced vs. massed) x 2 (difficulty: easy vs. difficult) between-subjects design, Experiment 1 tested participants` learning of file control using Windows Movie Maker. There was no effect of learning schedule on task completion time, but participants in experiential learning were faster in the completion of evaluation task compared with those in verbal learning condition. Importantly, as task difficulty increases participants in verbal condition showed markedly lower performance than those in experiential condition, which suggests that experiential learning is more effective with more difficult learning task. That is, in case of learning simple operation of software verbal learning using linguistic manual or instruction could be sufficient; on the other hand in case of learning complex operation learning from experience or tutorial mode would be more effective. Additional studies which manipulated task difficulty (Expt. 2) and inter-trial learning interval (Expt. 3) did not produce meaningful results. |
|
|
| Key Words |
| 소프트웨어 학습, 과제 난이도, 학습방법, 학습계획, software learning, task difficulty, learning method, learning schedule |
|
|
 |
|
