The use of interesting text, particularly stories, has been shown to be an effective way of transferring information. This is due, in part, to the compatibility of narrative forms of information with human information processing biases. This study tested the impact of a story-based intervention on employees' knowledge and attitudes about, and stated willingness to adopt, carpooling. The story-based intervention was compared to a fact sheet-based intervention and to a control. A total of 645 employees at five sites participated in the study. Results indicate that individuals who received information, whether in story or factual format, felt more comfortable with their carpool knowledge and felt that they had adequate knowledge to guide them in discussions and problem solving regarding carpooling. Furthermore, regardless of the type of intervention, the more interesting text was associated with greater perceived knowledge, greater confidence and comfort with knowledge, and increased willingness to try carpooling. The interventions had no significant impact on attitudes. Implications and suggestions for future research are offered. Peer Reviewed http://deepblue.lib.umich.edu/bitstream/2027.42/67204/2/10.1177_0013916595275003.pdf
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"Most of the published literature on CBR and case libraries describes how they are Case libraries 105 2003 Blackwell Publishing Ltd, Journal of Computer Assisted Learning, 19, 103-114 implemented in learning systems, such as intelligent tutors (Riesbeck & Schank, 1991) and goal-based scenarios (Schank et al., 1993). A paucity of empirical research on case libraries has shown that the use of stories in problem-solving education increases problem-solving skills, helps address misconceptions, and contributes to the changing of attitudes (Brown, 1992; Kearney & De Young, 1995). However, these studies were primarily concerned with either well-structured forms of problem solving (e.g. "
[Show abstract][Hide abstract] ABSTRACT: Abstract The purpose of the study was to investigate the effects of providing access to a case library of related stories while undergraduates solved ill-structured problems. While solving complex food product development problems, the experimental group accessed experts' stories of similar, previously solved problems; the comparable group accessed fact sheets (expository representation of stories' content); and the control group accessed text selected at random from a textbook dealing with issues unrelated to the stories. On multiple-choice questions assessing processes related to problem solving (prediction, inferences, explanations, etc.), experimental students out-performed the comparable and control groups. Performance on short-answer questions also assessing problem-related skills was not significantly different, in part because of test fatigue. Analysis of interviews identified a number of factors that students used in deciding how to apply their study strategies, including causal factors, grounding phenomenon, grounding in context, and outcomes.