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Article
Guiding Learners through Technology-Based Instruction: The Effects of Adaptive Guidance Design and Individual Differences on Learning over Time
Journal of Educational Psychology (2013)
  • Adam Kanar, Brock University
  • Bradford S Bell, Cornell University ILR School
Abstract

Adaptive guidance is an instructional intervention that helps learners to make use of the control inherent in technology-based instruction. The present research investigated the interactive effects of guidance design (i.e., framing of guidance information) and individual differences (i.e., pre-training motivation and ability) on learning basic and strategic task skills over time. 130 participants were randomly assigned to one of two types of adaptive guidance (autonomy- supportive, controlling) or a no-guidance condition while learning to perform a complex simulation task over nine consecutive trials. Results indicated that participants receiving controlling guidance acquired strategic task skills at a faster rate than participants receiving autonomy-supportive guidance or no-guidance. The design of adaptive guidance also moderated the effects of pre-training motivation and cognitive ability on learners’ acquisition of basic and strategic task skills. Specifically, autonomy-supportive guidance enhanced the positive effects of pre-training motivation on the acquisition of basic task skills, and controlling guidance enhanced the positive effects of cognitive ability on the acquisition of strategic task skills. Implications for research and practice are discussed.

Keywords
  • learning,
  • technology,
  • guidance,
  • individual differences,
  • performance
Publication Date
2013
Publisher Statement
Required Publisher Statement

© American Psychological Association. Final version published as: Kanar, A. M., & Bell, B. S. (2013). Guiding learners through technology-based instruction: The effects of adaptive guidance design and individual differences on learning over time. Journal of Educational Psychology, 105(4), 1067-1081. Reprinted with permission. All rights reserved.

Suggested Citation

Kanar, A. M., & Bell, B. S. (2013). Guiding learners through technology-based instruction: The effects of adaptive guidance design and individual differences on learning over time [Electronic version]. Retrieved [insert date], from: http://works.bepress.com/bradford_bell/48/

Citation Information
Adam Kanar and Bradford S Bell. "Guiding Learners through Technology-Based Instruction: The Effects of Adaptive Guidance Design and Individual Differences on Learning over Time" Journal of Educational Psychology Vol. 105 Iss. 4 (2013)
Available at: http://works.bepress.com/bradford_bell/48/