Rule-directed and discovery learning in SCUBA-diving.

This article investigates the effects of two teaching methods—rule-directed learning (RL) and discovery learning (DL)—on the acquisition and retention of a complex SCUBA-diving skill, specifically the deployment of a surface marker buoy (SMB). In a study with 25 beginner divers, RL participants received explicit visual instructions and cues, while DL participants were given only general criteria without detailed guidance. Results showed that RL led to significantly better safety-related performance both immediately after training and after a 45-day retention period, though RL participants took more time to complete the skill; DL did not demonstrate the hypothesized greater stability or robustness over time. The study concludes that explicit, rule-directed instruction benefits initial and retained performance of new, safety-critical diving skills, while discovery learning did not yield superior long-term outcomes under the tested conditions, highlighting the need for further research on teaching methods in underwater environments.