Environmental Engineering Reference
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Fig. 12. Examples of a correct assembly, missing a piece and wrong position of a piece.
(t36=0.14, p=0.889). Although no participant was able to build the real LEGO™ model
without consulting the instruction topic, the mean number of aids was less than 29 for both
strategies. Additionally, the percentage of errors corrected by the participants without using
the instruction topic (see Figure 14) was larger in the direct aids group (28.6%) than in the
indirect aids group (20.7%), so it seems the participants of the direct aids group could have
created a better mental model of the task.
Fig. 13. Mean number of consults to the instruction topic during the real task.
Fig. 14. Percentage of errors corrected by the trainees without using the topic during the real
task.
Regarding the analysis of the evolution of the performance of the trainees along the training
process and the transition from the training platform to the real scenario, Figures 15 and
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