Novel Training Techniques for Novice Timetablers

Abstract

This study investigates the efficacy of training in facilitating human-computer interaction during a timetabling task. A computerized feedforward facility highlighted timeslots that could accommodate class requirements, thus integrating relevant constraint information and easing the computational workload of the timetabler. Feedforward training was compared to: metacognitive training that prompted individuals to plan and evaluate their timetabling decisions; a metacognition plus feedforward condition; and a control no training condition. A training and transfer design was used. Results indicated that feedforward training did not improve performance. However, metacognitive training resulted in more classes successfully scheduled and fewer timetabling errors than in control or feedforward conditions. The addition of feedforward to the metacognitive training did not result in additional improvement. Therefore, feedforward training, in its present form, offered no advantage, unlike metacognitive training. Practical advantages of metacognitive training is that it is inexpensive and quick to develop. © Springer International Publishing Switzerland 2014.