Influence of Instructional Methods on Learning Sensorimotor Tasks

Abstract

Against the background of demographic change, stress-optimized deployment scheduling can help to achieve the ability of employees to work in assembly areas over an extended working lifetime. However, realizing an optimal assignment of personnel from an ergonomic point of view often requires qualifying employees to process new tasks. When employees are for the first time confronted with unfamiliar sensorimotor tasks they have to learn task-specific skills. This includes being provided with an introduction to the new task as well as subsequent practice until achieving a reference performance. For introduction purposes a variety of work instructions can be used; each of them is assumed to have a different effect on learning. To assess this influence quantitatively, a laboratory study was conducted. The study focused on the repeated assembly of a carburetor which was executed by participants which received either a previous interactive filmbased instruction as well as a graphical task description or received only the graphical task description. The results show the instruction’s influence on execution times as well as on assembly errors to be significant.

Keywords: learning, learning time, work instruction, stress-optimized deployment scheduling

DOI: 10.54941/ahfe100460