Abstract
This study assessed the extent to which a guided learner-generated questioning strategy could facilitate the acquisition of task-relevant knowledge and improve the instructional efficiency of a computer-based training program for a complex dynamic distributed decision-making task. This study also investigated how individual differences in verbal comprehension ability may interact with this instructional strategy to impact post-training outcomes. Overall, results highlighted the importance of learner aptitudes in complex task training and also showed that the effect of the instructional strategy on knowledge acquisition and the training programa” instructional efficiency was strongest for learners with low verbal comprehension ability. Implications for the design of adaptive learning systems are discussed
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