Game on: The impact of game features in computer-based training

The largest cause of novice driver crashes is their inexperience, causing both failures to anticipate hazards and to maintain attention to the forward roadway. A number of computer-based training programs have been shown to improve novice drivers’ hazard anticipation and attention maintenance skills. The Engaged Driver Training System (EDTS) is a computer tablet-based program targeted at teaching novice drivers both, to anticipate latent hazards and decrease distracting activities in the presence of such hazards. Previous simulator testing of EDTS has found it to be effective at improving latent hazard anticipation and decreasing distraction. This current study extends that research by conducting an on-road evaluation of EDTS, and by examining the impact of training parents along with their teens. This evaluation found that EDTS-trained teens showed better hazard anticipation on-road than the placebo-trained teens. Teens who participated with their parents in training identified a higher proportion of latent hazards than teens who did not participate with their parents, but the difference was not statistically significant.

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The Effect of Student-Instructor Interaction on Achievement in a Dyad Computer-Based Training (CBT) Environment

Journal of Educational Technology Systems ◽

10.2190/cpev-kwl8-lq86-8quf ◽

1992 ◽

Vol 21 (1) ◽

pp. 27-35 ◽

Cited By ~ 2

Author(s):

Stanley D. Stephenson

Keyword(s):

Student Interaction ◽

Traditional Classroom ◽

Social Functions ◽

Computer Based Training ◽

Software Developer ◽

The Social ◽

Instructor Interaction ◽

Computer Based ◽

The Impact

Most computer-based training (CBT) research has ignored variables other than the software itself. Yet there are other factors which can influence achievement. This study explored the impact of instructor-student interaction when students worked CBT in pairs. Compared to an earlier study in which instructor interaction positively influence achievement when students worked CBT individually, instructor interaction had no effect on achievement. Evidently, many if not all of the social functions served by the instructor in the traditional classroom can be provided by a CBT team partner. Implications of these results, to include the role of the instructor and the responsibility of the software developer, are discussed.

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The impact of computer based training on technical training in industry*

Australasian Journal of Educational Technology ◽

10.14742/ajet.2351 ◽

1988 ◽

Vol 4 (2) ◽

Author(s):

David M. Goldsmith

Keyword(s):

Artificial Intelligence ◽

Instructional Design ◽

Technical Training ◽

Computer Based Training ◽

Computer Based ◽

The Impact

<span>There is growing acceptance in industry of Computer Based Training (CBT) as an appropriate medium for technical training. Few CBT systems are designed to meet the flexible instructional design needs or simulation requirements of such training, or are capable in the longer term of adaption to the use of Artificial Intelligence (AI) principles, Serious trainers and educators have had to re-examine system specifications and capabilities before embarking further on the path to automated training.</span>

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Evaluation of computer-based training to teach staff to implement free-operant preference assessments

10.32469/10355/79501 ◽

2020 ◽

Author(s):

◽

Leanne Hopper

Keyword(s):

Preference Assessment ◽

Training Time ◽

Training Outcomes ◽

Computer Instruction ◽

Computer Based Training ◽

Entry Level ◽

Free Operant ◽

Computer Based ◽

Based Instruction ◽

The Impact

Computer and video technology emerging over the last few years provide more opportunities to deliver quality staff trainings while increasing efficiency and reducing costs associated with trainings. The purpose of this study is to extend previous research by evaluating the effectiveness of computer instruction training to teach entry level staff to conduct a free preference assessment to be used with adults with developmental disabilities. This study focuses on the impact of utilizing computer instruction, without a trainer present, for entry level staff's competency to (a) implement the target steps of a free-operant preference assessment, (b) score and interpret the results of the data, and (c) maintain competency of skills taught after training is complete. Results of this study demonstrate increased performance of staff's implementation of the target steps of the assessment from a baseline average of 53.6% to 96.6% after training provided via computer-based instruction alone. During generalization phase, staff trainee's average accuracy of completing target steps maintained at 96% accuracy, while maintenance accuracy was 100% accuracy across three trainees two weeks after the training. Outcomes of the current study supports the use of computer-based learning alone as being an effective mode to training staff in less than 40 minutes training time.

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Training: The Way to Retain Valuable IT Employees?

10.28945/2434 ◽

2002 ◽

Cited By ~ 1

Author(s):

Thomas Acton ◽

William Golden

Keyword(s):

Knowledge Worker ◽

Knowledge Retention ◽

Information Economy ◽

Web Based ◽

Computer Based Training ◽

Software Companies ◽

It Workforce ◽

Computer Based ◽

Training Delivery ◽

The Impact

The IT workforce of a company is an important strategic asset, an asset that needs to be managed. This paper details the results of a survey administered to 200 employees across 39 software companies in Ireland between July and August 2001, with a response rate of 102 (51 %). It presents a descriptive study, which assesses the impact that training practices have on employee retention. It also gathers data on the effects of training initiatives, the types of training in use, and the influence of training on knowledge retention. IT staff were chosen for this study as they embody the new “knowledge worker” operating in the information economy. The study finds that training helps in retaining knowledge within the organization, but may not help in retaining employees. The predominant method of training delivery is by instructor-led formal sessions, followed by self-training and workshops. Findings show that more modern methods such as web-based and computer-based training are not pervasive.

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The Impact of Applying Computer-Based Training Strategy upon Developing the Skill of Solving Mathematical Word Problem among Students with Learning Disabilities

International Research in Education ◽

10.5296/ire.v4i1.9023 ◽

2016 ◽

Vol 4 (1) ◽

pp. 149 ◽

Cited By ~ 1

Author(s):

Burhan M. Hamadneh ◽

Hassan A. Hamad ◽

Mamoun M. Al-azzam

Keyword(s):

Learning Disabilities ◽

Problem Solving ◽

Word Problem ◽

Students With Learning Disabilities ◽

Word Problem Solving ◽

Computer Based Training ◽

Training Strategy ◽

Computer Based ◽

The Impact ◽

Experimental Group

<p>The present study aimed to investigate the impact of applying a computerized strategy based on training upon developing the skill of Math word problem solving among students with learning disabilities (attention-deficit) in Mathematics. The study sample consisted of (14) students with learning disabilities in Mathematics, randomly chosen from elementary public schools in the city of Najran, Saudi Arabia, and distributed evenly into two groups: The control group (7) students who studied in the traditional way and the experimental group (7) students who studied in computer-based training strategy. Pre-and-post achievement test conducted in Mathematics. The results showed that there are statistically significant differences at the post-achievement test in mathematics in the skill of Math word problem solving in favor of members of the experimental group, which indicates the effectiveness of the computer-based training strategy upon developing the skill of Math word problem solving. Accordingly, the study made several recommendations; the most notably is urging official bodies and educational institutions to provide educational computerized software and to be circulated to elementary public education schools.</p>

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Optimising e-mail communication: the impact of seminar- and computer-based training

International Journal of Internet and Enterprise Management ◽

10.1504/ijiem.2011.039915 ◽

2011 ◽

Vol 7 (2) ◽

pp. 197 ◽

Cited By ~ 5

Author(s):

Thomas W. Jackson ◽

Sharman Lichtenstein

Keyword(s):

Computer Based Training ◽

Computer Based ◽

The Impact ◽

E Mail

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Computer-based Training Programs to Stimulate Learning to Read in French for Newcomer Migrant Children: A Pilot Study

ECPS - Educational Cultural and Psychological Studies ◽

10.7358/ecps-2020-022-ecal ◽

2020 ◽

Author(s):

Jean Ecalle ◽

Jean-Luc Vidalenc ◽

Annie Magnan

Keyword(s):

Phonemic Awareness ◽

Word Reading ◽

Literacy Skills ◽

Migrant Children ◽

Host Countries ◽

Learning To Read ◽

Computer Based Training ◽

Computer Based ◽

The Impact ◽

Initial Results

The integration of newcomer migrant children is a vital challenge for host countries. For such children, learning to read in a new language is a prerequisite for the acquisition of knowledge in all academic domains at school. To investigate this issue, two experiments were conducted: one with children who were just at the beginning of learning to read in French and another with children who could already read a few words in French. Two specific software programs were used for each group. Each group was exposed to the same experimental design, which included three assessment sessions, namely two before training to obtain a baseline of scores in different literacy skills and a third after training to examine the impact of 10 hours of training. In Experiment 1, the alphabetic code was stimulated: a significant effect on phonemic awareness was observed. In Experiment 2, the grapho-syllabic processing required to read words was stimulated: a significant effect on word reading was observed. Our initial results show that teachers can improve learning to read in ways tailored to the needs of newcomer migrant children.

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