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USING POSTFEEDBACK DELAYS TO IMPROVE RETENTION OF computer-based instruction

PSYCHOLOGICAL RECORD 2012年第3期62卷 485-495页

作者： Johnson, Douglas A. Dickinson, Alyce M. Western Michigan Univ Kalamazoo MI 49008 USA

Self-pacing, although often seen as one of the primary benefits of computer-based instruction (CBI), can also result in an important problem, namely, computer-based racing. computer-based racing is when learners respond so quickly within CBI that mistakes are made, even on well-known material. This study compared traditional CBI with two forms of CBI designed to reduce computer-based racing: incentives/disincentives and postfeedback delays. All three formats were evaluated in terms of both performance and satisfaction using a between-group repeated measures design with pretest and posttest. Dependent measures included posttest scores and satisfaction questionnaire ratings. Posttest scores favored the use of postfeedback delays to improve learning over incentives/disincentives and control conditions. Postfeedback delays negatively affected satisfaction in comparison to the control condition, although no satisfaction differences were found between incentives/disincentives and postfeedback delays.

关键词： computer-based instruction computer-based racing postfeedback delays monetary incentives training

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A Systematic Review and Evaluation of Video Modeling, Role-Play and computer-based instruction as Social Skills Interventions for Children and Adolescents with High-Functioning Autism

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REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2016年第1期3卷 48-67页

作者： McCoy, Anna Holloway, Jennifer Healy, Olive Rispoli, Mandy Neely, Leslie Natl Univ Ireland Galway Ireland Univ Dublin Trinity Coll Dublin 2 Ireland Purdue Univ W Lafayette IN 47907 USA Univ Texas San Antonio San Antonio TX USA

An impaired development in social interaction is a defining characteristic of high-functioning autism (HFA). Video modeling (VM), role play, and computer-based instruction (CBI) have received empirical evaluation in the literature and are increasingly used in clinical practice as treatment approaches for increasing social skills in this population. Systematic reviews of the efficacy and evidence base of these interventions for children and adolescents with HFA are limited to date and are primarily narrative in methodology. It is true that much of what we know about VM, role play, and CBI is derived from reviews of the broader Autism Spectrum Disorder (ASD) population, which highlights the need to evaluate the effects of these interventions on heterogeneous groups of ASD (i.e., HFA). The current study provides a focused review of the efficacy and evidence base of VM, role play, and CBI for teaching social skills to children and adolescents with HFA. In addition, a set of stringent criteria were used to evaluate the status of these interventions as evidence-based practice (EBP;Reichow 2011). According to Reichow's (2011) criteria, only one of the three interventions evaluated (i.e., CBI) had the accumulated evidence necessary to be classified as an established EBP, while both VM and role play did not. Areas for future research and recommendations for practice are discussed.

关键词： Autism spectrum disorder High functioning autism Social skills Video modeling Role play computer-based instruction Evidence-based practice

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Using computer-based instruction to teach implementation of behavioral skills training

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JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2023年第1期56卷 241-257页

作者： Campanaro, Alexandra M. Vladescu, Jason C. DeBar, Ruth M. Deshais, Meghan A. Manente, Christopher J. Caldwell Univ Dept Appl Behav Anal Caldwell NJ USA Rutgers State Univ Dept Appl Psychol New Brunswick NJ USA 110 Bloomfield Ave Caldwell NJ 07006 USA

Behavioral skills training (BST) is considered one of the most effective staff training techniques to implement a wide variety of behavioral technologies;however, research has found a lack of implementation of BST across human service settings due to a shortage of organizational time and resources. The purpose of the present study was first to demonstrate the effectiveness of computer-based instruction (CBI) in teaching BST, and then to demonstrate that the CBI module was effective in training trainers to implement BST with trainees. Results of the present experiment not only demonstrate the effectiveness of CBI in teaching BST, but also demonstrate the generality of the BST to teach behavior therapists.

关键词： behavioral skills training computer-based instruction performance management staff training

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Improving undergraduate students' email etiquette with computer-based instruction

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JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2024年第3期57卷 751-762页

作者： Farnsworth, Thomas G. Thompson, Rachel H. Western New England Univ Dept Psychol Springfield MA USA 4009 Congress St Fairfield CT 06824 USA

Email etiquette is an important skill, especially in professional settings. Research demonstrates that undergraduate students follow email rules when given written instructions plus an example. The purpose of the present study was to evaluate the effects of computer-based email instruction on undergraduate students' email etiquette and to assess the social validity of that instruction. The email instruction package was delivered through an online learning management system and consisted of written instructions plus a model, a quiz, and quiz feedback. We measured email etiquette by scoring emails from course assignments using a checklist. The instruction package produced a replicated increase in mean email checklist scores across two sections of introductory psychology, and checklist scores were elevated when participants sent emails in a novel context. The results of the social-validity assessments suggest that the goals were important, the procedures were acceptable, and there were meaningful improvements in email etiquette for some participants.

关键词： computer-based instruction email etiquette formatting professionalism

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Applications of computer-based instruction: Ising specialized software to aid letter-name and letter-sound recognition

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JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2004年第1期37卷 67-71页

作者： Connell, JE Witt, JC Louisiana State Univ Baton Rouge LA 70803 USA

We evaluated computerized training and testing programs with children who were having difficulties learning prereading skills. The programs were derived from equivalence research and were written in authoring software designed for educators. After learning to match uppercase and lowercase printed letters to the corresponding letter names (Tasks 1 and 2), the children matched the letters to one another (Tasks 4 and 5). Then, after learning to match uppercase letters to sounds (Task 3), they also matched lowercase letters to sounds (Task 6) and matched printed to spoken words (Tasks 7 and 8). The results recommend equivalence-based protocols and user-friendly software in further development of prereading instruction.

关键词： computer-based instruction letter-sound correspondences matching to sample stimulus equivalence children

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A Theory of Effective computer-based instruction for Adults

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Human Resource Development Review 2005年第2期4卷 159-188页

作者： Lowe, Janis S. Holton, Elwood F. Louisiana State University United States

This study presents a theory of critical components that affect the effectiveness of computer-based instruction (CBI) for adults. The theory was developed to provide a framework for research to explain or predict effective learning by adults using a desktop computer. The five conclusions drawn from this theory are as follows: (a) the characteristics of self-directedness and computer self-efficacy of adult learners play an important role in designing CBI for adults;(b) CBI design is interwoven with the units of self-directedness, computer self-efficacy, learning goal level, instructional design, and external support;(c) learning goal level affects instructional design strategy and the instructional control component of CBI design;(d) external support and instructional support are needed to provide a positive CBI experience;and (e) the theory draws together the isolated variables researchers consider important in the adult learning process and aligns them to provide effective CBI. © 2005, Sage Publications. All rights reserved.

关键词： adult learning computer self-efficacy computer-based instruction self-directed learning theory building

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Evaluating the Effects of computer-based instruction on Trial-based Functional Analyses Procedures

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BEHAVIOR MODIFICATION 2022年第3期46卷 479-505页

作者： Amador, Jessica L. DeBar, Ruth M. Sidener, Tina M. Gardner, Andrew W. Caldwell Univ Caldwell NJ USA Caldwell Univ Dept Appl Behav Anal ABA 120 Bloomfield Ave Caldwell NJ 07006 USA Caldwell Univ Ctr Autism & ABA Caldwell NJ USA Caldwell Univ Appl Behav Anal Dept Caldwell NJ USA Caldwell Univ Ctr Autism & Appl Behav Anal Caldwell NJ USA Univ Arizona Dept Pediat Tucson AZ USA Univ Arizona Dept Psychiat Tucson AZ USA Univ Arizona Arizona LEND Program Tucson AZ USA

Children who engage in problem behavior are often educated in the public schools. A trial-based functional analysis (TBFA) is an experimental functional analysis whereby conditions are embedded into scheduled activities of the school day to identify environmental variables responsible for problem behavior. To be included in this process, it is important that staff are trained effectively and efficiently. computer-based instruction (CBI) offers several advantages as a staff training tool including less training time, less required supervision, and permits self-paced and individualized training. The efficacy of CBI on procedures of TBFA to practitioners remains unknown. We evaluated the efficacy of CBI teaching procedures of TBFA with 20 practitioners. Results indicate that CBI is an effective and efficient staff training procedure as post-test scores increased following the CBI training across participants with a mean training duration of less than an hour. Three practitioners successfully implemented four conditions of a TBFA with a confederate following CBI training. Following completion of the study, respondents ranked procedures of the CBI as socially valid.

关键词： computer-based instruction staff training trial-based functional analysis

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Adapting the contents of computer-based instruction based on knowledge tests maintains effectiveness of nutrition education

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AMERICAN JOURNAL OF CLINICAL NUTRITION 2003年第4期77卷 1025S-1027S页

作者： Kohlmeier, M McConathy, WJ Lindell, KC Zeisel, SH Univ N Carolina Sch Publ Hlth Dept Nutr Chapel Hill NC 27599 USA Univ N Carolina Sch Med Dept Nutr Chapel Hill NC 27599 USA Univ N Texas Hlth Sci Ctr Dept Internal Med Ft Worth TX USA

Background: Nutrition education of many medical students continues to be inadequate. computer-based instruction in nutrition is a resource that introduces a new level of flexibility for instructors and students while maintaining a high level of educational quality. Previous evaluations have demonstrated the efficacy of our programs on nutrient physiology and the role of nutrition in the disease process, but some students complained about the time spent on content that they had covered in other courses. Objective: We wanted to explore the effectiveness of an abbreviated program version that bypassed topics that the students had mastered already. Design: Multiple-choice questions were used to determine knowledge of 117 second-year medical students in each of the main knowledge areas covered by our Nutrition and Cancer instructional module. The students were then randomly assigned to complete either the full version or a shortened version adapted to their demonstrated knowledge. Four days later the same as well as new questions were used to compare knowledge gain between the 2 groups. Results: The shorter time spent with the tailored version than with the full version (2.5 h versus < 1.5 h) decreased learning efficacy to only a small extent. More tailored-version users than full-version users were interested in further computer-based instruction (59% versus 41%, P < 0.05), suggesting better acceptance. Conclusions: Our experience underscores the power of computer-based instruction to bring nutrition education to medical students. The newly developed adaptive features of the nutrition programs may also be helpful for practicing physicians to efficiently bridge knowledge gaps.

关键词： computer-based instruction nutrition education cancer education efficacy evaluation tailored instruction

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The Role of Technology and computer-based instruction in a Disadvantaged Alternative School's Culture of Learning

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computerS IN THE SCHOOLS 2011年第1期28卷 39-55页

作者： Watson, Sunnie Watson, William Ball State Univ Dept Educ Studies Muncie IN 47306 USA Purdue Univ Dept Curriculum & Instruct W Lafayette IN 47907 USA

New approaches to instruction are increasingly being advocated to meet the needs of diverse learners. Educational researchers have identified the further development and application of computerbased instruction technologies for managing differentiated learning for all students as essential for shifting to a learner-centered paradigm of instruction in future schools. This study examines how a disadvantaged alternative high school implemented technology use and computer-based instruction to support a learner-centered culture of learning. based on findings, the study looks for implications and future directions to better support learner-centered instruction for diverse students.

关键词： computer-based instruction disadvantaged students school culture learner-centered instruction at-risk students

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Using computer-based instruction to Teach Implementation of Discrete Trial instruction: A Replication and Extension

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BEHAVIOR ANALYSIS IN PRACTICE 2022年第1期16卷 307-311页

作者： Campanaro, Alexandra M. Vladescu, Jason C. Caldwell Univ Caldwell NJ 07006 USA North Jersey Behav Hlth Serv Caldwell NJ 07006 USA

Evidence-based procedures, such as computer-based instruction, have been used to train staff to implement behavioral technologies with high treatment integrity. The purpose of the present study was to address the gaps in Romer et al. (2021) by assessing the same computer-based instruction module to train relevant staff to implement discrete trial instruction. Results suggest computer-based instruction is effective, efficient, and a socially valid procedure to use to teach relevant staff to implement discrete trial instruction.

关键词： computer-based instruction Discrete-trial instruction Staff training

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