Utilizing Dynamic Cognitive Feedback to Facilitate Learning on Diagnostic Tasks

Abstract

As more organizations rely on computer-based training, greater emphasis should be placed on constructive feedback information to improve performance. Providing effective information support for decision tasks such as medical diagnosis is a challenging problem for interface designers. Dynamic cognitive feedback based on the Lens Model was provided for 36 medical experts-in-training and 36 medically untrained participants. Participants examined 50 dental patient case studies consisting of color photographs, demographic information, and feedback information. Task predictability and feedback content were manipulated. Trained participants scored higher and applied their decision policies more consistently. Results also indicated performance differences based on feedback type and participants' experience level. Trained participants relied more on information between the judgment and individual environmental cues, whereas untrained participants performed better with feedback pertaining to their own decision policies.