Investigating Individual Differences and Instructional Efficiency in Computer-Based Training Environments

2005 ◽  
Vol 49 (13) ◽  
pp. 1251-1255 ◽  
Author(s):  
Sandro Scielzo ◽  
Stephen M. Fiore ◽  
Haydee M. Cuevas
Keyword(s):  
Individual Differences ◽  
Adaptive Learning ◽  
Instructional Strategy ◽  
Instructional Efficiency ◽  
Training Outcomes ◽  
Verbal Comprehension ◽  
Computer Based Training ◽  
Comprehension Ability ◽  
Computer Based ◽  
Adaptive Learning Systems

This study assessed the extent to which a guided learner-generated questioning strategy could facilitate the acquisition of task-relevant knowledge and improve the instructional efficiency of a computer-based training program for a complex dynamic distributed decision-making task. This study also investigated how individual differences in verbal comprehension ability may interact with this instructional strategy to impact post-training outcomes. Overall, results highlighted the importance of learner aptitudes in complex task training and also showed that the effect of the instructional strategy on knowledge acquisition and the training programa” instructional efficiency was strongest for learners with low verbal comprehension ability. Implications for the design of adaptive learning systems are discussed

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

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.

Designing Learner-Centered Multimedia Technology

2011 ◽  
pp. 1059-1064 ◽  
Author(s):  
Sandro Scielzo ◽  
Stephen M. Fiore ◽  
Haydee M. Cuevas
Keyword(s):  
Information Technology ◽  
Verbal Ability ◽  
Multimedia Technology ◽  
Training Environment ◽  
Training Outcomes ◽  
Academic Environments ◽  
Computer Based Training ◽  
Individual Learner ◽  
Learner Centered ◽  
Computer Based

The ubiquitous use of information technology (IT) promotes a fast-paced and dynamic training environment with enormous potential for performance increases in a variety of domains. This reality has many important ramifications, including how best to incorporate multimedia IT into computer-based training (CBT). Well-designed CBT offers us tremendous potential to effectively and efficiently train the workforce, foster learning in academic environments, and improve performance over and above what is currently achieved. Following a learner-centered design approach, in this article, we present an in-depth look at the use of multimedia CBT, as it relates to aptitude-treatment interactions; that is, how various CBT designs can differentially interact with individual learner aptitudes, such as spatial and verbal ability, to influence training outcomes. The goal of this article is to emphasize the importance of learner-centered design when developing multimedia computer-based instructional material for the growing needs of many sectors of society.

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