Cognitive task analysis-based training: A metaanalysisof studies

Document Type


Journal/Book Title/Conference

Annual meeting of the American Educational Research Association

Publication Date



Cognitive task analysis (CTA) is enjoying growing popularity as a foundational element of instructional design. However, there exists relatively little research exploring its value as a foundation for training in controlled studies. Thus, examining the magnitude of observed effects across studies from various domains and CTA practitioners is essential for assessing replicable effects. This study reports the findings from a meta-analysis to examine the overall effectiveness of CTA across practitioners and settings in relation to other means for identifying and representing instructional content. Overall, the effect of CTA-based instruction is fairly large (Hedges’ g = .871). However, effect sizes vary substantially by both CTA method used and training context.

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