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Using computer-based Programmed instruction to Train Goal-Directed Systems Design

Acta de Investigación Psicológica 2014年第3期4卷 1747-1757页

作者： Nicholas L. Weatherly Aubrey Daniels International Richard W. Malott Atlanta GA Western Michigan University

The purpose of this study was to evaluate two versions of a programmed instruction training program designed to teach undergraduate college students a goal-directed systems approach to analyzing organizational systems (Malott & Garcia, 1987). The first version was a paper-based programmed instruction module that had previously been shown to be effective at training the basic knowledge of the concepts, however was ineffective at training the application of these concepts. A computer-based programmed instruction (CBPI) version was created to improve the application of these concepts, which was tested through a series of three open-ended posttests with increasingly explicit prompts for each successive test. The results of the study showed higher performance results for the CBPI versions across all three dependent variables. The results of a nonparametric global test showed a standardized effect size of .86 and a p-value of <.001. El propósito de este estudio fue evaluar dos versiones de un programa de instrucción programada diseñado para enseñar a estudiantes no graduados una aproximación al diseño de sistemas dirigidos a metas para analizar sistemas organizacionales (Malott & Garcia, 1987). La primera versión consistió en un modulo de un programa de instrucción personalizada de papel que anteriormente había probado ser efectivo para enseñar conocimientos básicos de conceptos, pero que no obstante era ineficiente para entrenar en la aplicación de dichos conceptos. Se creó una versión computarizada de instrucción programada (CBPI) para mejorar la aplicación de los conceptos, la cual se probó a través de una serie de tres post-tests con respuestas libres que incluyeron pistas cada vez más explícitas en cada prueba sucesiva. Los resultados del estudio mostraron una mejor ejecución en las tres variables dependiente cuando se usaron las versiones del CBPI. Los resultados de una prueba no paramétrica global mostraron un tamaño del efecto estandarizado de .86 y un valor p <.0

关键词： computer-based instruction E-Learning instructional design Performance management Programmed instruction Student training Instrucción Computarizada E-aprendizaje Diseño Instruccional Administración de la Ejecución Instrucción Programada Entrenamiento a Estudiantes

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Examination of the effects of computer-based mathematics instruction methods in children with mathematical learning difficulties: a meta-analysis

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BEHAVIOUR & INFORMATION TECHNOLOGY 2019年第9期38卷 913-923页

作者： Kucukalkan, Kazim Beyazsacli, Mehmet Oz, Ayseguel Sukran Near East Univ Ataturk Educ Fac Dept Special Educ Nicosia Cyprus Kyrenia Univ Dept Psychol Counseling & Guidance Kyrenia Cyprus

Technology is the candle which brightens the way of learning. Teaching by using computers is not a new practice and is in vogue for over 80 years. computers have become powerful technological tools for educational purposes. Students who can develop good mathematical skills will also be able to learn other skills more easily, become more successful than others and further their learning process. The effectiveness of computer-based instruction for teaching mathematics to children with specific learning difficulties has not been tested yet. Therefore, this study aims to examine the effects of computer-based instruction on children with mathematical learning difficulties by evaluating the results of studies conducted in different countries with the help of the meta-analysis method, which is defined as a subset of systematic reviews of experimental researches. Inclusion criteria have been used to determine which one of the examined studies would be included in the meta-analysis. The sample size of the study is 1364 for the experimental group and 926 for the control group. Consequently, it has been observed that computer-based instruction had positive effects on children with mathematical learning difficulties.

关键词： Special education dyscalculia technology computer-based instruction meta-analysis

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An evaluation of computer-based programmed instruction for promoting teachers' greetings of parents by name

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JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2006年第2期39卷 203-214页

作者： Ingvarsson, Einar T. Hanley, Gregory P. Univ Kansas Dept Appl Behav Sci Lawrence KS 66045 USA

Although greeting parents by name facilitates subsequent parent-teacher communication, baseline measures revealed that 4 preschool teachers never or rarely greeted parents by name during morning check-in. To promote frequent and accurate use of parents' names by teachers, the effects of a fully automated computerized assessment and programmed instruction (CAPI) intervention Were evaluated in a multiple baseline design. The CAPI intervention involved assessment and training of relations among parents' and children's pictures and names, and produced rapid learning of parent names. The CAPI intervention also resulted in substantial improvements in the classroom use of parents' names for 3 of the 4 teachers;however, a supervisor-mediated feedback package (consisting of instructions, differential reinforcement, and error correction) was necessary to maintain name use for 2 of those teachers. The practical strengths and limitations of computer-based teacher training are discussed.

关键词： computer-based instruction computer-based training greeting by name preschool teachers programmed instruction teacher training

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Degree of constructed-response interaction in computer-based programmed instruction

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JOURNAL OF APPLIED BEHAVIOR ANALYSIS 1998年第3期31卷 387-398页

作者： Kritch, KM Bostow, DE Associated Marine Inst Inc Tampa FL USA Univ S Florida Tampa FL 33620 USA

This investigation evaluated the importance of frequent responding in computer-based programmed instruction. instructional computer programs that taught the use of an authoring language were administered to 155 undergraduate college students. One group experienced frequent (dense) situations requiring them to supply key components of the subject taught. A second group experienced half as many response requirements, and a third "passive" group simply tapped any key to progress. To control for time in contact with presentations, individuals in a fourth group were yoked to the members of the high-density requirement group. Statistically significant differences on both posttest and application performances indicated that students who experienced the high density of overt response contingencies scored the best and the passive group score the worst. The yoked control revealed that time on task alone could not account for the superior performance of students in the high-density group. Results suggest that inclusion of a high rate of constructed-response contingencies within instructional computer programs increases performance.

关键词： programmed instruction computer-based instruction interaction constructed response contingency

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A digital intervention package to teach rapport-building skills to caregivers of children with autism

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JOURNAL OF APPLIED BEHAVIOR ANALYSIS 2025年第2期58卷 303-318页

作者： Guinness, Kendra E. Feil, Edward G. Oregon Res Inst 3800 Sports Way Springfield OR 97477 USA

Research shows that caregivers of children with autism can be taught a variety of behavioral strategies, but there is little research on teaching caregivers to prioritize rapport building over skill acquisition during play. The current study evaluated the effects of a digital training package on the rapport-building skills of four caregivers of children with autism. Target skills were derived from parent-child interaction therapy with specific adaptations for children with limited communication and play skills. The intervention package included asynchronous online modules with video models, active response opportunities, and automated feedback as well as synchronous feedback via video chat. All four caregivers demonstrated increases in rapport building skills, and three of four dyads showed increases in interactive play postintervention. Caregivers also rated the intervention favorably. Data on participant and interventionist time to complete the intervention guide a discussion of the efficiency of combining asynchronous and synchronous strategies.

关键词： caregivers computer-based instruction online learning parent-child interaction therapy rapport building

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computer-based Email Training for Undergraduates: A Replication and Extension

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JOURNAL OF BEHAVIORAL EDUCATION 2025年 1-20页

作者： Farnsworth, Thomas Thompson, Rachel Western New England Univ Dept Psychol Springfield MA 01119 USA

Email etiquette is a crucial skill in both academic and professional settings. Previous research indicates that computer-based instruction (CBI) is a promising method for enhancing undergraduates' email etiquette. This study aimed to replicate and extend Farnsworth and Thompson (J Appl Behav Anal 57:751-762, 2024) by refining the CBI package for greater efficacy and efficiency, enhancing the email checklist to detect granular changes, implementing controls for the effects of a generic prompt on email etiquette, verifying through a manipulation check that CBI was experienced as intended, and conducting a more rigorous generality assessment. CBI was integrated into an online learning management system and included written instructions, a model, and a quiz. Email etiquette was assessed by scoring emails from course assignments using a checklist. The study found a replicated and statistically significant increase in mean email checklist scores for both a weekly email assignment and generality probes across two sections of introductory psychology. Social validity assessments indicated that our goals were deemed important and our procedures were acceptable. However, there was limited evidence that CBI resulted in meaningful improvements in email etiquette as evaluated by Career Center staff.

关键词： Email Formatting Etiquette Professionalism computer-based instruction

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Evaluation of a computer-based instructional package about eating disorders

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computerS IN HUMAN BEHAVIOR 2006年第6期22卷 1059-1066页

作者： Kerwin, MaryLouise E. Rowan Univ Dept Psychol Glassboro NJ 08028 USA

This study examined the effect of a computer-based instruction package on college students' knowledge about eating disorders, and how level of active participation during instruction influenced learning and satisfaction. Interactivity (the amount the participant actively responded to the computer-based instructional program) varied in three conditions: 0%, 50%, and 100%. Overall, the instructional package increased knowledge about eating disorders, and the 100% condition resulted in worse performance than 0% or 50% condition, and the 50% interactivity condition was worse than 0%. Participants in the interactive conditions reported being less satisfied with aspects of the instruction. The effects of interactivity, a unique aspect of computer-based instruction, are not as simple and direct as might be expected. (c) 2004 Elsevier Ltd. All rights reserved.

关键词： computer-based instruction eating disorders teaching methods active learning

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Comparison of Effects of computer-based instructional Support on Academic Achievement of University Students Regarding Meiosis

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AMERICAN BIOLOGY TEACHER 2023年第5期85卷 259-264页

作者： Dogru, M. Said Ozsevgec, Lale Cerrah Kastamonu Univ TR-37800 Arac Kastamonu Turkiye Trabzon Univ TR-61300 Akcaabat Trabzon Turkiye

This study aimed to compare the effects of computer-based lessons versus traditional lessons on achievement of university students regarding meiotic cell division. A pretest-intervention-posttest design was used. To determine the effect of our computer-based intervention, we established a control group. In total, 100 second-year university students from a science education department (50 in the experimental group, 50 in the control group) participated in the study. Data were derived from a meiosis content test and interviews. The results showed the computer-based lesson had significant positive effects on student learning.

关键词： meiosis computer-based instruction university students learning

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Multimedia messages in genetics: Design, development, and evaluation of a computer-based instructional resource for secondary school students in a Tay Sachs disease carrier screening program

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GENETICS IN MEDICINE 2004年第4期6卷 226-231页

作者： Gason, AA Aitken, M Delatycki, MB Sheffield, E Metcalfe, SA Royal Childrens Hosp Murdoch Childrens Res Inst Genet Educ Unit Parkville Vic 3052 Australia Univ Melbourne Dept Paediat Parkville Vic 3052 Australia Cooperat Res Ctr Discovery Genes Common Human Dis Richmond Vic Australia Royal Childrens Hosp Genet Hlth Serv Res Parkville Vic 3052 Australia Royal Childrens Hosp Bruce Lefroy Ctr Genet Hlth Res Parkville Vic Australia

Purpose: Tay Sachs disease is a recessively inherited neurodegenerative disorder, for which carrier screening programs exist worldwide. Education for those offered a screening test is essential in facilitating informed decision-making. In Melbourne, Australia, we have designed, developed, and evaluated a computer-based instructional resource for use in the Tay Sachs disease carrier screening program for secondary school students attending Jewish schools. The resource entitled "Genetics in the Community: Tay Sachs disease" was designed on a platform of educational learning theory. Methods: The development of the resource included formative evaluation using qualitative data analysis supported by descriptive quantitative data. The final resource was evaluated within the screening program and compared with the standard oral presentation using a questionnaire. Knowledge outcomes were measured both before and after either of the educational formats. Results: Data from the formative evaluation were used to refine the content and functionality of the final resource. The questionnaire evaluation of 302 students over two years showed the multimedia resource to be equally effective as an oral educational presentation in facilitating participants' knowledge construction. Conclusion: The resource offers a large number of potential benefits, which are not limited to the Tay Sachs disease carrier screening program setting, such as delivery of a consistent educational message, short delivery time, and minimum financial and resource commitment. This article outlines the value of considering educational theory and describes the process of multimedia development providing a framework that may be of value when designing genetics multimedia resources in general.

关键词： computer-based instruction multimedia Tay Sachs disease genetic screening genetics education

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The effects of individually personalized computer-based instructional program on solving mathematics problems

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computerS IN HUMAN BEHAVIOR 2007年第3期23卷 1195-1210页

作者： Ku, Heng-Yu Harter, Christi A. Liu, Pei-Lin Thompson, Ling Cheng, Yi-Chia Univ No Colorado Coll Educ Dept Educ Technol Greeley CO 80639 USA

This study investigated the effects of an individually personalized computer-based instructional program on the achievement and attitudes regarding mathematics computational problems and word problems of 104 middle school American students. Students were blocked by math entering knowledge based on pre-test scores, then randomly assigned to a personalized or non-personalized version of the computer-based instructional program. A significant two-way interaction (treatment by math entering knowledge) reflected that personalized higher-level math entering knowledge students and non-personalized higher-level math entering knowledge students had similar post-test scores but personalized lower-level math entering knowledge students scored significantly higher on the post-test than non-personalized lower-level math entering knowledge students. Another significant two-way interaction (math entering knowledge by problem type) reflected that students with higher-level math entering knowledge scored considerably higher on the computational problems than on the word problems while students with lower-level math entering knowledge scored significantly higher on the computational problems than on the word problems. Student attitudes were significantly more favorable toward the personalized computer-based instructional program. (c) 2004 Elsevier Ltd. All rights reserved.

关键词： personalization computer-based instruction word problems

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