Interface Style and Training Task Difficulty as Determinants of Effective Computer‐Assisted Knowledge Transfer*

Abstract

ABSTRACT The transfer of expert knowledge to novices is one means of improving decision quality. Research needs to identify (1) the knowledge to be transferred to novices, and (2) the best method for transferring that knowledge. Studies that compare the judgment behavior of experienced and novice auditors address the first issue. The present study addresses the second issue in the context of using a computer‐assisted training (CAT) program. CAT was selected for study because of evidence that it can both improve the effectiveness and reduce the costs of training. An experiment was conducted in which two factors were manipulated: (1) the design of the human‐computer interface of the CAT program, and (2) the content of training tasks. The judgment of interest involved causal reasoning about the relationships between various internal control procedures and possible errors. The results indicate that alternative styles of interaction with a CAT program differ in terms of learning effectiveness. In addition, there was also evidence that training task content affected learning.

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