ERIC Number: EJ1381844
Record Type: Journal
Publication Date: 2023
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-4820
EISSN: EISSN-1744-5191
Available Date: N/A
Guiding Secondary School Students during Task Selection
Interactive Learning Environments, v31 n1 p325-339 2023
Secondary school students often learn new cognitive skills by practicing with tasks that vary in difficulty, amount of support and/or content. Occasionally, they have to select these tasks themselves. Studies on task-selection guidance investigated either procedural guidance (specific rules for selecting tasks) or strategic guidance (general rules and explanations for task selection), but never directly compared them. Experiment 1 aimed to replicate these studies by comparing procedural guidance and strategic guidance to a no-guidance condition, in an electronic learning environment in which participants practiced eight self-selected tasks. Results showed no differences in selected tasks during practice and domain-specific skill acquisition between the experimental groups. A possible explanation for this is an ineffective combination of feedback and feed forward (i.e. the task-selection advice). The second experiment compared inferential guidance (which combines procedural feedback with strategic feed forward), to a no-guidance condition. Results showed that participants selected more difficult, less-supported tasks after receiving inferential guidance than after no guidance. Differences in domain-specific skill acquisition were not significant, but higher conformity to inferential guidance did significantly predict higher domain-specific skill acquisition. Hence, we conclude that inferential guidance can positively affect task selections and domain-specific skill acquisition, but only when conformity is high.
Descriptors: Foreign Countries, Secondary School Students, Guidance, Task Analysis, Electronic Learning, Learning Processes, Thinking Skills, Skill Development, Feedback (Response), Social Behavior
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A
Author Affiliations: N/A