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Exploratory behavior in active learning: A between- and within-person examination

Author

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  • Hardy, Jay H.
  • Day, Eric Anthony
  • Hughes, Michael G.
  • Wang, Xiaoqian
  • Schuelke, Matthew J.

Abstract

Despite being central to active learning theory, surprisingly little research has directly examined the antecedents and outcomes of exploratory behavior. This laboratory study addressed this gap using repeated measures to examine the role and dynamics of exploration in complex task learning. Findings showed task exploration was beneficial across a variety of learning outcomes. Dynamic effects were also observed: (a) exploration was positively related to practice performance at both between- and within-person levels, (b) exploration decreased across practice trials, and (c) decreases in exploration were mitigated by pre-training task-related knowledge. Although general mental ability (GMA) and pre-training task-related knowledge both exhibited effects on exploration, effects were stronger for pre-training task-related knowledge. Neither moderated the link between exploration and learning. Error framing moderated the GMA–exploration relationship such that higher-GMA learners explored more under approach versus avoid conditions. Results are discussed with respect to criticisms of discovery-based learning and implications for active learning.

Suggested Citation

  • Hardy, Jay H. & Day, Eric Anthony & Hughes, Michael G. & Wang, Xiaoqian & Schuelke, Matthew J., 2014. "Exploratory behavior in active learning: A between- and within-person examination," Organizational Behavior and Human Decision Processes, Elsevier, vol. 125(2), pages 98-112.
    • Handle: RePEc:eee:jobhdp:v:125:y:2014:i:2:p:98-112
    DOI: 10.1016/j.obhdp.2014.06.005
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    References listed on IDEAS

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    1. Vancouver, Jeffrey B. & Weinhardt, Justin M. & Vigo, Ronaldo, 2014. "Change one can believe in: Adding learning to computational models of self-regulation," Organizational Behavior and Human Decision Processes, Elsevier, vol. 124(1), pages 56-74.
    2. Kozlowski, Steve W. J. & Gully, Stanley M. & Brown, Kenneth G. & Salas, Eduardo & Smith, Eleanor M. & Nason, Earl R., 2001. "Effects of Training Goals and Goal Orientation Traits on Multidimensional Training Outcomes and Performance Adaptability," Organizational Behavior and Human Decision Processes, Elsevier, vol. 85(1), pages 1-31, May.
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    Cited by:

    1. Jonathan T. Huck & Eric Anthony Day & Li Lin & Ashley G. Jorgensen & Joseph Westlin & Jay H. Hardy III, 2020. "The Role of Epistemic Curiosity in Game-Based Learning: Distinguishing Skill Acquisition From Adaptation," Simulation & Gaming, , vol. 51(2), pages 141-166, April.
    2. Joseph Westlin & Eric Anthony Day & Michael G. Hughes, 2019. "Learner-Controlled Practice Difficulty and Task Exploration in an Active-Learning Gaming Environment," Simulation & Gaming, , vol. 50(6), pages 812-831, December.
    3. Chang, Yu-Yu & Shih, Hui-Yu & Lin, Bou‐Wen, 2023. "Work curiosity and R&D professionals’ creative performance: Scientists vs. engineers," Technovation, Elsevier, vol. 124(C).

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