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Despite being central to active learning theory, surprisingly little research has directly examined the antecedents and outcomes of exploratory behavior. This laboratory study addressed this gap using repeated measures to examine the role and dynamics of exploration in complex task learning. Findings showed task exploration was beneficial across a variety of learning outcomes. Dynamic effects were also observed: (a) exploration was positively related to practice performance at both between- and within-person levels, (b) exploration decreased across practice trials, and (c) decreases in exploration were mitigated by pre-training task-related knowledge. Although general mental ability (GMA) and pre-training task-related knowledge both exhibited effects on exploration, effects were stronger for pre-training task-related knowledge. Neither moderated the link between exploration and learning. Error framing moderated the GMA�exploration relationship such that higher-GMA learners explored more under approach versus avoid conditions. Results are discussed with respect to criticisms of discovery-based learning and implications for active learning.
