Dynamic characteristics of mental models and dynamic visual displays

Mental models are hypothetical constructs for explaining human cognitive processes of understanding external reality, translating the reality into internal representation and utilizing it in problem solving. Three experiments were conducted to investigate important characteristics of mental models, their influence on task performance, and instructional strategies facilitating their formation. The experiments were conducted in computer-based training environments designed to teach troubleshooting electronic logic circuits. The results suggested: (a) dynamic characteristics of mental models are important for solving problems if understanding functional behaviors of the system is required to perform the task; (b) dynamic characteristics of mental models are determined primarily by subjects' understanding of the system features and functions more than by the visually presented training contents of the system; and (c) motion simulating system functions in visual displays is more effective than static visual displays in facilitating the formation of dynamic characteristics of mental models. Consequently, dynamic visual displays are more effective than static visual displays for teaching electronic troubleshooting skills. These findings provide direct implications for the development of training programs.