Skill acquisition and understanding in computer applications: A key knowledge framework based upon elaboration, self-explanation, and knowledge type.

摘要

A survey of research and theory reveals that two important aspects of skill acquisition and understanding are elaboration and the self-explanation effect. An elaboration refers to detailed learning materials in which attention is focused on both the delivery (format and timing) and content (quantity, composition, and detail) of learning materials. The self-explanation effect refers to the significant learning and performance benefits attributable to self-explanation activity by a learner. Self-explanation can occur spontaneously (unprompted) or, a learner can be prompted to self-explain. The literature indicates mixed results concerning the value of elaboration, and strong positive results for the benefit of self-explanations. Closer examination reveals that a potential reason for the mixed findings for elaboration may be the lack of research supported guidelines for constructing an elaboration. That is, elaborations have been created via expert opinion and/or via other methods that result in learning materials that are characterized by deficient knowledge--where deficient knowledge refers to the lack of one or more characteristics of knowledge format and content now known to be important to skill acquisition and learning. Because elaborations (detailed learning materials) are used in learning and learners self-explain based on the materials; it is important to further investigate the nature of elaborations and their relationship to self-explanation and skill acquisition.; This study addresses the nature of elaborations and self-explanation in skill acquisition. Emphasis is placed on the computer application context. The knowledge content in an elaboration, amount and form, is key to analyzing and synthesizing literature related to both elaboration and the assimilation/construction of knowledge by a learner. An analytical framework, the key knowledge framework (KK) is developed here via an integration of literature and theory. The key knowledge framework (KK) is based upon prior research and theory indicating that it is both the type and amount of knowledge that are key to the construction of elaborations that are both minimal and effective. The analyses here address (1) the utility of the KK framework as a tool for predicting difficulty in skill acquisition, (2) the utility of the KK framework for creating conceptual/functional based learning materials and procedural based learning materials, and (3) an experimental investigation of the utility of elaborations and self-explanation in terms of acquiring understanding and skills used in computer applications.; This study contributes to practice and theory in several ways. In terms of practice, this research provides new insight concerning the form and content of learning materials.; In terms of theory, the results here utilize and extend minimalist theory and assimilation theory. Further, the results add to the cumulative knowledge concerning skill acquisition and learning.; Evidence for this work is extracted from Information Science (IS) and Cognitive Psychology (CP)--primarily from literature most frequently appearing under the headings of Performance, Problem-Solving, Learning, Transfer, Skill Acquisition, Misconceptions, and Error-Correction-and-Detection. Here, this literature is referred to collectively as the Skill Acquisition, Understanding and Performance literature (SUP). The framework proposed is pertinent to skill acquisition and understanding in general. However, emphasis is placed upon the more specific case of the self-taught learner and the investigation of skill acquisition in the context of a computer application.