Exploring the Impact of Automation Transparency on User Perceptions and Learning Outcomes in Adaptive Instructional Systems

In this study, an adaptive instructional system was developed to explore the impact of automation transparency on learning outcomes in an assembly task. Participants were instructed on an assembly process for 8 unique shapes. The system assigned either adaptive instruction, tailoring restudy based on learner performance, or static instruction, providing a fixed amount of restudy. Transparency was implemented in the form of text-based feedback provided to the learner. Participants either received transparent feedback with explanations regarding why the system assigned restudy of concepts, or general feedback without explanations. While adaptive instruction and automation transparency did not show a consistent performance improvement in the assembly task, they appeared to influence participants’ perceptions of the training. The findings and implications will be discussed.