Reflection and goal management in exploratory learning

Abstract

We report two experiments which examine the nature of exploratory learning of interactive devices. We argue that the success of exploratory learning is dependent on the degree to which learners reflect on their interactions, and on how well they manage their goals. In Experiment 1, a keystroke limit was imposed on subjects, i.e. a limit on the amount of physical interaction with the device. In addition some subjects were provided with a list of goals in order to help them manage their exploration. As predicted, the first intervention resulted in more successful learning as compared to the performance of subjects who explored without any constraints. Experimenter-provided goals also yielded some benefits, but had a much less strong effect than the keystroke limit. Experiment 2 confirmed and extended the main findings of the first experiment. Farther, having noted that subjects preferred to switch opportunistically from goal to goal and mode to mode we predicted that limiting them to exploring one part of the device at a time would result in better learning. We found that imposing a keystroke limit or forcing subjects to explore one mode at a time led to large and significant improvements in exploratory learning. The goal list manipulation also apparently improved exploration, but to a lesser degree than the other two manipulations.