Process support in learning tasks for acquiring complex cognitive skills in the domain of law

Abstract

Whole tasks for acquiring complex skills are often too difficult for novices. To solve this problem, process support divides the problem solving into phases, offers driving questions, and provides feedback. A multimedia program was used to teach sophomore law students (N = 82) to prepare and carry out a plea. In a randomised 2 x 2 design with the factors number of phases and availability of driving questions, students solving a task with fewer phases performed better and more efficiently than students exposed to more phases. Also, students receiving driving questions performed better, although not more efficiently than students not receiving such questions. The results indicate that whole tasks should be accompanied by process support, although task characteristics might restrict the benefits of driving questions in this support.