Abstract
Video instruction is an effective support for audio instruction of visuospatial tasks; but how is effectiveness of this type of instruction moderated? We investigated the effects of age-related cognitive changes, audio versus audio-plus-video instructions, differential working memory instruction demands, and differential task difficulty on assembly task performance. Forty-eight young adults and 48 older adults completed an assembly task where accuracy, use of additional time, repetition of steps, and subjective mental workload were measured. Results indicated that participants receiving audio plus video instruction benefited most as task difficulty increased. Older adults performed more poorly compared to young adults; however, the findings indicate that video-based instruction was beneficial for both young and older adults for this class of task. Results are discussed from a training perspective in general and as they relate to telemedicine specifically. Guidelines for applying the correct instructional media as a function of the instructional demands are discussed.
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