Part-task training versus whole-task training for simple versus complex tasks

There is a plethora of approaches to training people on complex tasks. One method that has commonly been used is the whole-task training approach. Whole-task training occurs when an individual or group of people are trained on a task in its entirety within one training session (Wightman & Lintern, 1985). Another approach that has been used to train individuals on a complex task is through part-task training. Part-task training involves breaking down a complex task into smaller elements and training individuals on each of these elements before having to perform the task as a whole (Hasher, 1971). Throughout literature there has been a debate regarding which method is more effective for training individuals to complete complex tasks. There are many part-training methods, and because of this, some researchers suggest that the components of a task that a trainer chooses to focus on determines whether part-task training will show more favorable results than whole-task training (Wightman & Lintern, 1985). Wightman & Lintern (1985) suggest that the effectiveness of part-task training in part depends on the schedule in which the parts are practiced. Other researchers suggest that the qualities of the task, not the training method, determine which method will be superior. (Naylor & Briggs, 1963; Anderson, 1968; So, Proctor, Dunston, & Wang, 2013). The purpose of this study is to examine whether part-task or whole-task training is superior for teaching complex versus simple tasks. The researchers also will measure performance at two different times to distinguish between measures of immediate performance and measures of actual retention or skill acquisition. If researchers find that the task used was not high enough in complexity, researchers will still have established a baseline for which further research can stem. Due to previous research that says video games can help with real-world tasks, this study could potentially improve the way people are trained in a variety of tasks related to educational and organizational performance. Hypothesis: Part-task training will be superior to whole-task training for complex tasks RQ1: Which training is superior for simple tasks