A field study of exploratory learning strategies

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Abstract
It has suggested that interactive computer users find “exploratory learning” to be an effective and attractive strategy for learning a new system or investigating unknown features of familiar software. In exploratory learning, instead of working through precisely sequenced training materials, the user investigates a system on his or her own initiative, often in pursuit of a real or artificial task. The value of exploratory learning has been studied in controlled settings, with special attention newly acquired systems, be there has been little investigation of its occurrence in natural situations or in support of ongoing learning. To address this question, a field study of the behavior and attitudes of computer users in everyday working situations was performed, using diaries and structured interviews that focused on learning events. The study showed that task-oriented exploration was a widely accepted method for learning, but that it often required support from manuals and from other users or system support personnel. Exploration not related to a current or pending task was infrequent, and most users believed it to be inefficient. These findings have implications for the design of systems, documentation, and training.

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