Perception of the raison d'etre in anchored instruction: An ecological psychology perspective

In this study we provide evidence that video anchors encourage students to adopt certain contrived goals over their more naturalistic goals. Well desi gned goals are those that increase the probability that students will detec t the raison d'etre of content information as they work toward the contrive d goal. In those cases where problem solvers detect the raison d'etre of th e material, transfer should be enhanced. In experiment 1, participants work ed with hypermedia in which either an anchor problem was posed, or they wer e preparing for a test. They were grouped based on their report of adopting one of four goals. Results showed 72 percent of students assigned the anch or reported their goals as "to solve a meaningful problem," and students wi th such goals showed constrained navigation toward relevant information and significantly higher learning efficiency scores than students with any of the other goals. In experiment 2, results demonstrated that when an anchor encourages students to adopt goals that increase the probability that they will detect the raison d'etre of the material, transfer is enhanced. Indivi duals assigned the anchor reconstructed significantly more information and detected qualitatively different information in a brief transfer video. Goa ls that enable the problem solver to detect the raison d'etre of informatio n enhance learning, focus navigation within nonlinear text, and afford tran sfer.