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The influence of cognitive load on transfer with error prevention training methods: a meta-analysis
Shaun D Hutchins1, Christopher D Wickens, Thomas F Carolan
1Alion Science and Technology, Boulder, Colorado 80301, USA. shutchins@alionscience.com
Human Factors
|August 23, 2013
Summary
Error prevention training strategies like training wheels and scaffolding enhance skill transfer. These methods, grounded in cognitive load theory, effectively reduce intrinsic load during learning, benefiting professional skill-based organizations.
Area of Science:
- Cognitive psychology
- Educational psychology
- Instructional design
Background:
- Research synthesis on training effectiveness for the U.S. Army.
- Investigates error prevention strategies from a cognitive load perspective.
- Hypothesizes that strategies reduce intrinsic load during schema development.
Purpose of the Study:
- Evaluate the effectiveness of "training wheels" and "scaffolding" error prevention strategies.
- Assess the impact of these strategies on the transfer of training.
- Examine moderators relevant to cognitive load theory.
Main Methods:
- Conducted two meta-analyses using transfer ratio and Hedges' g.
- Analyzed transfer studies employing training wheels and scaffolding strategies.
- Utilized sample-weighted fixed effect models for effect size analysis.
Main Results:
- The "training wheels" strategy demonstrated a significant transfer benefit, especially when combined with worked examples and principle-based prompts.
- The "scaffolding" strategy also showed a positive effect on transfer of training.
- Both strategies positively impacted learning and skill application.
Conclusions:
- Both training wheels and scaffolding are effective training strategies that promote positive transfer.
- These error prevention techniques align with cognitive load theory's principles for reducing intrinsic load.
- Findings offer valuable insights for developing instructional design guidelines in military and other professional settings.
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