Most workplace learning takes place outside of a formal training or educational structure. Informal and incidental learning can take place through formal or informal interpersonal interaction, through the performance of a job task or through other experiences that are not intentionally constructed for the purpose of teaching or training. Conspicuous attempts at formalizing training introduce expenses and other performance inefficiencies into the work place. Tapping the informal and incidental learning channels that already exist within organizations may prove to be one method of marrying the paradigms of training, workplace learning and performance support that academics and practitioners can explore and exploit.

This research investigated whether something as subtle as changing the selection controls on the computer interface of an Electronic Performance Support System could influence whether users of that EPSS learned the system's underlying content. An experiment was conducted that used three 86 different interface designs within an EPSS that guided users through the process of diagnosing hydraulic brake systems. Each interface used a different selection control (Pull down menus, radio buttons or text boxes) and upon completion of a set of simulated diagnostic scenarios, participants' knowledge of brake systems was measured.

This research showed that while the specific selection controls did not influence levels of incidental learning, they did influence the task performance levels of the EPSS users. The data also showed a correlation between EPSS performance time and incidental learning as well as between EPSS performance accuracy and incidental learning. Recommendations for future research include increasing the users' exposure to underlying EPSS content and creating more difficult tasks in order to create more meaningful and engaging interactions.