This study explored the effectiveness of embedding a guided, learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of a computer-based complex task training environment (i.e., principles of flight in the aviation domain). The queries were presented as "stop and think" exercises in an open-ended question format that asked learners to generate either simple (low-level elaboration) or complex (high-level elaboration) sentences from a list of key training concepts. Results consistently highlighted the benefit of presenting participants with low-level elaboration queries, as compared to the no-query or high-level elaboration queries. In terms of post-training cognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly more accurate knowledge organization (indicated by similarity to an expert model), better acquisition of perceptual knowledge, and superior performance on integrative knowledge assessment involving the integration and application of task-relevant concepts. Consistent with previous studies, no significant differences in performance were found on basic factual knowledge assessment. Presentation of the low-level elaboration queries also significantly improved the training program's instructional efficiency, that is, greater performance was achieved with less perceived cognitive effort. In terms of post-training metacognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly greater metacomprehension accuracy and more effective metacognitive self-regulation during training. Contrary to predictions, incorporating the high-level elaboration queries into the training consistently failed, with only a few exceptions, to produce significantly better post-training outcomes than the no-query or the low-level elaboration query training conditions. The results of this study are discussed in terms of the theoretical implications for garnering a better understanding of the cognitive and metacognitive factors underlying the learning process. Practical implications for training design are presented within the context of cognitive load theory. Specifically, the increased cognitive processing of the training material associated with the high-level elaboration queries may have imposed too great a cognitive load on participants during training, minimizing the cognitive resources available for achieving a deeper, integrative understanding of the training concepts and hindering successful performance on the cognitive measures. The discussion also highlights the need for a multi-faceted approach to training evaluation.

Today's best intelligent, adaptive, multimedia trainers have shown excellent performance; however, their results still fall far-short of what good human tutors can achieve. The overarching thesis of this paper is that future intelligent, adaptive systems will be improved by taking into account relevant, consistent, and meaningful individual differences. Specifically, responding to individual differences among trainees will (a) form more accurate individual baselines within a training system, and (b) better inform system responses (so that they interpret and respond to observable data more appropriately). One variable to consider is trait arousability, which describes individual differences in sensitivity to stimuli. Individuals' arousability interacts with the arousal inherent to a task/environment to create a person's arousal state. An individual's arousal state affects his/her attentional capacity, working memory function, and depth of processing. In this paper, two studies are presented. The purpose of the first study was to evaluate existing subjective measures of trait arousability and then develop a new measure by factor analyzing existing apparatus. From this well-populated (N = 622) study, a new reliable ([alpha] = .91) 35-item scale was developed. This scale includes two factors, negative emotionality and orienting sensitivity, which have been previously theorized but not yet so reliably measured. The purposes of the second study were to (a) validate the measure developed in the first investigation and (b) demonstrate the applied value of the arousability construct in the context of training. Results from the second study (N=45) demonstrated significant main effects, but the interaction effects were inconclusive. They neither clearly confirm nor invalidate the hypotheses, but they do raise further questions.

Multimedia theory has generated a number of principles and guidelines to support computer-based training (CBT) design. However, the cognitive processes responsible for learning, from which these principles and guidelines stem from, are only indirectly derived by focusing on cognitive learning outcome differences. Unfortunately, the effects that cognitive processes have on learning are based on the assumption that cognitive learning outcomes are indicative of certain cognitive processes. Such circular reasoning is what prompted this dissertation. Specifically, this dissertation looked at the notion of referential connections, which is a prevalent cognitive process that is thought to support knowledge acquisition in a multimedia CBT environment. Referential connections, and the related cognitive mechanisms supporting them, are responsible for creating associations between verbal and visual information; as a result, their impact on multimedia learning is theorized to be far reaching. Therefore, one of the main goals of this dissertation was to address the issue of indirectly assessing cognitive processes by directly measuring referential connections to (a) verify the presence of referential connections, and (b) to measure the extent to which referential connections affect cognitive learning outcomes. To achieve this goal, a complete review of the prevalent multimedia theories was brought fourth. The most important factors thought to be influencing referential connections were extracted and cataloged into variables that were manipulated, fixed, covaried, or randomized to empirically examine the link between referential connections and learning. Specifically, this dissertation manipulated referential connections by varying the temporal presentation of modalities and the color coding of instructional material. Manipulating the temporal presentation of modalities was achieved by either presenting modalities simultaneously or sequentially. Color coding manipulations capitalized on pre-attentive highlighting and pairing of elements (i.e., pairing text with corresponding visuals). As such, the computer-based training varied color coding on three levels: absence of color coding, color coding without pairing text and corresponding visual aids, and color coding that also paired text and corresponding visual aids. The modalities employed in the experiment were written text and static visual aids, and the computer-based training taught the principles of flight to naive participants. Furthermore, verbal and spatial aptitudes were used as covariates, as they consistently showed to affect learning. Overall, the manipulations were hypothesized to differentially affect referential connections and cognitive learning outcomes, thereby altering cognitive learning outcomes. Specifically, training with simultaneously presented modalities was hypothesized to be superior, in terms of referential connections and learning performance, to a successive presentation, and color coding modalities with pairing of verbal and visual correspondents was hypothesized to be superior to other forms of color coding. Finally, it was also hypothesized that referential connections would positively correlate with cognitive learning outcomes and, indeed, mediate the effects of temporal contiguity and color coding on learning. A total of 96 were randomly assigned to one of the six experimental groups, and were trained on the principles of flight. The key construct of referential connections was successfully measured with three methods. Cognitive learning outcomes were captured by a traditional declarative test and by two integrative (i.e., knowledge application) tests. Results showed that the two multimedia manipulation impacted cognitive learning outcomes and did so through corresponding changes of related referential connections (i.e., through mediation). Specifically, as predicted, referential connections mediated the impact of both temporal contiguity and color coding on lower- and higher-level cognitive learning outcomes. Theoretical and practical implications of the results are discussed in relation to computer-based training design principles and guidelines. Specifically, theoretical implications focus on the contribution that referential connections have on multimedia learning theory, and practical implications are brought forth in terms of instructional design issues. Future research considerations are described as they relate to further exploring the role of referential connections within multimedia CBT paradigms.

Pre-Trip Inspection of the truck and trailer is one of the components of the current Commercial Driver's License (CDL) test. This part of the CDL test checks the ability of the student to identify the important parts of the commercial vehicle and their potential defects. The Virtual Check Ride System (VCRS), a computer-based application, is an assessment and feedback tool that mirrors the inspection component of the actual CDL. The VCRS has provided an after action review (AAR) via a feedback session that helps in identifying and correcting drivers' skill in inspecting parts and for overall safety. The purpose of this research is to determine the effectiveness of the VCRS in truck driving training programs. An experimental study was conducted with truck driving students at Mid Florida Tech, located in Orlando, Florida. The students were divided into control and experimental groups. Students in the both groups received regular training provided by Mid Florida Tech. The experimental group received additional training by making use of the VCRS. A total of three paper-based tests were given to all subjects during first three weeks; one test at the end of a week. Both groups were given the same paper-based tests. A two-way analysis of variance was conducted to evaluate the effect of the VCRS in the experimental group. This analysis found a significant difference between control and experimental groups. This effect showed that the students in the experimental group increased their performance by using VCRS. Moreover, there was a main effect in the scores of each week. However, there was not an interaction between the two factors. Follow up Post Hoc tests were conducted to evaluate the pair-wise differences among the means of the test week factors using a Tukey HSD test. These Post Hoc comparisons indicated that the mean score for the third week's test scores were significantly better than the first week's test score in the experimental group. It was concluded that the VCRS facilitated learning for the experimental group and that learning also occurred for both groups as a result of repeated testing.

This research study examines the differences between two types of learning presentation formats and their correlation to learning media, and delivery preferences. A research study was conducted with Fall semester-2000, college freshmen, to determine if there was a significant difference in learning via Computer Based Training (CBT) with or without Multimedia information such as: color, photographs, music, or speech. The major questions researched were: (1) Is learning via CBT more effective with or without multimedia information? (2) Which sequence is more effective, that is: (a) presenting non-multimedia information ahead of multimedia information, or (b) presenting multimedia information ahead of non-multimedia information? A set of non-multimedia and multimedia lessons and questions was developed using current courseware development technology, and recorded on CD-ROMs. A demographic questionnaire was used to correlate performance scores and completion times with the two learning presentation formats. Demographic factors researched included student age range, skill level with computers and applications, educational learning media, and educational delivery preferences that is, learning face-to-face (FTF) vs. learning in a distance-learning (DL) environment. Findings revealed that there were no significant statistical differences in learning between non-multimedia and multimedia presentation formats with performance score as the outcome. However, performance score was improved when the participant first experienced a multimedia presentation format. Using participants who had non-multimedia first, completion time in non-multimedia and multimedia sessions did not differ significantly. However, completion time in multimedia was significantly longer than that in non-multimedia condition when the participant first experienced multimedia. With respect to demographic factors, age and skill level did not reveal significant statistical results in performance score as an outcome. However, completion time was significantly reduced when linked with a higher skill level. On average, participants preferred FTF to DL. However, those participants, who preferred DL, scored approximately 10% higher than their FTF counterparts. Recommendations for incorporating multimedia and distance learning are included in the dissertation. Educational leaders are encouraged to review these findings particularly, during the decision-making process. Following the (Recommendations for Practice) section can help to demystify technological applications and arm educational administrators with information for a fruitful request-for-bid process.

Includes vita. / Title from PDF of title page. / Document formatted into pages; contains 236 pages. / Thesis (Ph.D.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Using advanced technologies can help increase the availability of educational offerings; however, the steps taken in this direction must be appropriate for the target population and the specific content taught. As such, understanding factors that lead to health educators' intentions and behavior related to computer-mediated instruction for continuing education is an important step in developing and marketing appropriate computer-mediated instruction programs (Hoffman & Novak, 1994). Using the theory of planned behavior (Ajzen, 1988) this study explored the relationships between health educators' perceived behavioral control, attitudes, and subjective norms related to computer-mediated continuing education programs and their intentions to use, and previous experience with, computer-mediated education. / ABSTRACT: Employing a cross sectional survey design, data were collected from 504 members of the Society for Public Health Education (SOPHE) (40% response rate) using an online survey instrument. Logistic regression was used to investigate the associations between attitudes, subjective norm, perceived behavioral control, and intention related to using computer-mediated continuing education programs and a proxy measure representing their computer-mediated continuing education behavior. Perceived behavioral control and attitudes were found to have significant associations with computer-mediated continuing education behavior, with intention partially mediating the association with perceived behavioral control and fully mediating the association with attitudes. / ABSTRACT: When studying a subset of the group composed of respondents with a positive intention toward computer-mediated continuing education programs, respondent characteristics and barriers identified as distinguishing between individuals with positive and negative behaviors included perceived behavioral control, presence of a license or certification, a lack of programs, a lack of relevant topics for programs, and a lack of technical support for programs. These results suggest that for health education and health promotion professionals to engage in computer-mediated continuing education programs, more programs, especially ones that address topics relevant to their current functioning, need to be created and made readily available. / ABSTRACT: Also, ensuring that appropriate technical support is available to assist participants, and informing potential participants of the availability of this technical assistance, may encourage more health educators and health promotion professionals to follow through on their intentions to participate in computer-mediated programs. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Gemeinsamer Workshop von Universitaetsrechenzentrum und Professur Rechnernetze und verteilte Systeme (Fakultaet fuer Informatik) der TU Chemnitz. Workshop-Thema: Infrastruktur der ¨Digitalen Universitaet¨ Der Vortrag führt in den in Entwicklung befindlichen Standard IEEE1484 ein. Die Standardisierung im Bereich computer- und netzgestützter Kurse ist Voraussetzung für Datenaustausch und Verbreitung.

Visual analysis is the primary method of analyzing data in single-subject methodology, which is the predominant research method used in the fields of applied behavior analysis and special education. Previous research on the reliability of visual analysis suggests that judges often disagree about what constitutes an intervention effect. Considering that visual analysis involves a complex set of discriminations and sometimes produces disagreement among experts, it is particularly important to examine methods to train individuals to visually analyze data. Only a handful of studies have investigated the effectiveness of trainings on visual analysis. Most have relied on mechanical methods and/or evaluated the effectiveness of the procedure using a narrow set of graphs (e.g., graphs without slope). The purpose of this study was to evaluate two training methods using graphs with various combinations of effect types. The computer-based training, which includes high rates of practice with feedback, was compared to a lecture condition and a control condition. Results indicate that both training methods (i.e., the computer-based training and the lecture) were more effective than a control condition, but were not substantially different from one another. We discuss the implications of these results for training individuals in visual analysis as well as directions for future research.

Computer-based training has become more prolific as the military and private business enterprises search for more efficient ways to deliver training. However, some methods of computer-based training are not more effective than traditional classroom methods. One technique that may be able to approximate the most effective form of training, one-on-one tutoring, is Adaptive Training (AT). AT techniques use instruction that is tailored to the learner in some way, and can adjust different training parameters such as difficulty, feedback, pace, and delivery mode. There are many ways to adapt training to the learner, and in this study I explored adapting the feedback provided to trainees based on spatial ability in line with Cognitive Load Theory (CLT). In line with the CLT expertise reversal effect literature I hypothesized that for a spatial task, higher ability trainees would perform better when they were given less feedback. Alternately, I hypothesized that lower ability trainees would perform better during training when they were given more support via feedback. This study also compared two different adaptation approaches. The first approach, called the ATI approach, adapts feedback based on a premeasured ability. In this case, it was spatial ability. The second approach, called the Hybrid approach adapts initially based on ability, but then based on performance later in training. I hypothesized that participants who received Hybrid adaptive training would perform better. The study employed a 2(spatial ability; high, low) X 2(feedback; matched, mismatched) X 2 (approach; ATI, Hybrid) between-subjects design in which participants were randomly assigned to one of the eight conditions. Ninety-two participants completed a submarine-based periscope operator task that was visual and spatial in nature. iv The results of the study did not support the use of CLT-derived adaptation based on spatial ability; contrary to what was hypothesized, higher ability participants who received more feedback performed better than those who received less. Similarly, lower ability participants who received less feedback performed better than those who received more. While not significant, results suggested there may be some benefit to using the Hybrid approach, but more research is needed to determine the relative effectiveness of this approach.

Multimedia - Wort des Jahres 1995 - taucht als populärer Begriff in allen Bereichen unserer Gesellschaft auf. Auch an Universitäten erhofft man sich durch die Einführung von computerunterstützten Lernformen eine höhere Qualität der Lehre sowie Kosteneinsparungen. Nach ersten Versuchen in den 60er Jahren war das Neue in den 90ern die realitätsnahe, multimediale Simulation von Entscheidungssituationen. Auf dem Gebiet der Rheumatologie ist derzeit jedoch noch ein Mangel an deutschsprachigen Softwaretiteln zu erkennen. Ziel war die Erstellung eines multimedialen Kompendiums über die rheumatoide Arthritis für den Einsatz in der universitären und postgraduierten Lehre. Das System soll als elektronisches Nachschlagewerk und als Basis für interaktive Diashows geeignet sein. Mit Hilfe eines Apple Macintosh und der Autorensoftware Macromedia Director wurde eine CD-ROM entwickelt, die sowohl für Macintosh- als auch für Windows-Computer geeignet ist. Die Beschreibung der Symptome der rheumatoiden Arthritis und der erforderlichen Untersuchungstechniken nimmt mit 31% der Bildschirmseiten den größten Teil des vorliegenden Multimedia-Kompendiums ein. Weitere Schwerpunkte wurden auf Pathogenese (19%), bildgebende Verfahren (14%), Differentialdiagnosen (11%), Therapie (10%) und Laboruntersuchungen (7%) gelegt. Videos und Animationen dienen der Illustration zellulärer Vorgänge und der Zusammenfassung klinischer Untersuchungstechniken. Etablierte Kriterienkataloge für elektronische Medien dienten der Qualitätssicherung im Entwicklungsprozeß. Eine parallel durchgeführte formative Evaluation lieferte erste Erkenntnisse über Praxistauglichkeit und Stabilität des Programmes, ohne jedoch eine fundierte summative Evaluation ersetzen zu können. Multimedia-Lehrbücher wie das vorliegende Kompendium stellen für den konventionellen Unterricht eine ideale Ergänzung zum klassischen Lehrbuch dar und dienen für die problemorientierte Ausbildung als schnell zur Verfügung stehende Wissensbasis. Jedoch blieben bei der fakultativen Nutzung von computerbasierten Lernmöglichkeiten in Lernzentren die Ergebnisse bisher hinter den Erwartungen zurück. Es ist zu diskutieren, inwieweit die Vorteile der Multimedia-Technologie durch gezielte Integration in das Curriculum an deutschen Hochschulen zu Kosten- und Zeitersparnissen führen können. / Multimedia - word of the year 1995 in Germany - is a popular term cropping up in all areas of society. Universities, too, hope to improve the quality of teaching and to cut costs by introducing computer-based forms of learning. Following initial attempts in the sixties, a new aspect introduced in the nineties was the life-like multimedia simulation of decision-making situations. In medicine, there still is a lack of German-language software packages in rheumatology. The aim of the present project was to develop a multimedia compendium on rheumatoid arthritis for teaching at the university and postgraduate level. The system was intended to serve both as an electronic work of reference and as a basis for interactive slide presentations. Using the authoring tool Macromedia Director on an Apple Macintosh computer, a CD-ROM was developed that can be run on Macintosh and Windows computers alike. The largest part of the multimedia compendium now available (31% of the screen pages) is dedicated to the description of the symptoms of rheumatoid arthritis and examination techniques. Other main areas are pathogenesis (19%), imaging modalities (14%), differential diagnoses (11%), therapy (10%), and laboratory tests (7%). Videos and animations serve to illustrate cellular processes and to summarize the clinical examination techniques. Catalogues of established criteria for electronic media were adhered to during development to assure quality. A simultaneously performed formative evaluation yielded initial results about the practicability and stability of the program but cannot replace a thorough summative evaluation. Multimedia textbooks such as the compendium presented here are ideal supplements to classical textbooks in conventional teaching, providing a rapidly accessible knowledge base for problem-oriented training. However, the results achieved with computer-based learning tools available for optional use at teaching centers have so far lagged behind expectations. It remains to be discussed to what extent the advantages of multimedia technology can save both cost and time by being selectively integrated into the curriculum at German universities.