Using structural theory to make a word-processing manual more understandable

We used Mayerʹs (1979, 1985) transactional theory of computer programming languages to modify a word-processing manual, that is, we added visual and verbal descriptions of what happened inside the computer for each of 12 commands. In our study, computer-naive adults took a half-day course in word processing. Half of the participants learned from a standard manual that described and provided hands-on activities for 12 basic commands (control group) whereas the other half learned from a supplemented version of a standard manual that included visual and verbal descriptions of the actions inside the computer for each command (conceptual model group). Conceptual-model learners performed significantly better than control learners on tests of problem-solving transfer and retention of basic information. Results indicate that novices benefit from direct instruction about a conceptual model of the to-be-learned system.