ABSTRACT
The task of instructional design (ID) is complex for a variety of reasons. Designing student inteIVentions that will be effective in stimulating recall of prior relevant knowledge, presenting new knowledge along with meaningful cues for storage and retrieval, constructing practice sets likely to enhance transfer of knowledge to future situations, and evaluating the effectiveness of learning are difficult and ill-structured problem-solving tasks. Complicating this already complex situation are a number of factors, including the following: (a) individual student differences, (b) variable instructional settings, (c) advanced instructional technologies, and (d) varying design goals and activities (e.g., intellectual skills, problem solving, etc.).
