The word "interactive" is used commonly when describing many teaching, learning, and training software. Yet, this word does not provide a clear picture to the users what interactivity will provide. In order to better define and understand how, and if at all, interactive software affects learning, this study examined different components of interactivity. Two components of interactivity, frequency and quality, were used in this study. Much of the literature describe and provide comments that interactive learning is "good," but none seem to examine the components of interactivity within an empirical research study. Therefore, this study examined frequency and quality of interactivity in a human factors experiment using a Web browser and a computer simulation game. This study seems to be one of the first to experimentally investigate and test components of interactive learning. The two components of interactivity both had two levels and therefore were varied factorially as four different types of learning materials. After going through the learning materials, each participant in the study had to go through two different testing methods. The first method was a traditional paper test of knowledge, and the second method was applying the knowledge in the computer simulation game. The latter is considered analogous to applying learned information at a workplace. The results showed neither frequency nor quality to be significant. But, the interaction of the two components showed significance. The results lead to the conclusion that interactivity is more than one dimensional. One component alone will not alter effectiveness, but the right combination of components can provide an effective interactive learning material. / Master of Science

In order to help a group of introductory-level music students achieve a foundational understanding of music theory, a series of computer-based instructional modules were developed using a system called Technology-Assisted Language Learning (TALL). This system, though primarily intended to be used in developing natural language-based instruction, was designed to be flexible enough to handle a broad range of academic subjects. The design of the instruction was largely accomplished via formative evaluation, where student and expert reviews of prototypes played a significant role. Students reviewed three separate prototypes of the instruction, and experts in instructional design and evaluation were also asked to provide feedback. The instructional approach of the learning modules consisted of drill and practice exercises, which included remedial feedback. Activities were sequenced such that review was required until a specified level of mastery had been achieved. The implementation of the software was less than perfect as numerous software bugs were present throughout. This caused frustration on the part of students and resulted in inaccuracies in the data collected by the system. A formal evaluation of the software and implementation was conducted in order to answer specific questions generated by those identified as stakeholders in the experience.

This paper summarizes a design project entitled "Choose Your Own Teaching Adventure" completed for the Instructional Psychology and Technology Department at Brigham Young University. The purpose of the design project was to prototype a learning tool that instructs beginning pre-service teachers in the classroom application of the principles of behaviorism. Originally, the project was designed to be a static learning object that would be combined with other similar learning modules for additional topics of an Educational Psychology course. At the conclusion of the first prototyping round, however, the project was generalized to become a testing ground for a simulation builder project that would allow other instructors to create their own learning simulation based on the findings of this prototype. The Rapid Prototyping methodology used in this project allowed for quick revisions, lower stakes testing, and more flexibility in the design. The various stages of the design and evaluation process, including revisions and prototypes, are shown and discussed in this paper.

Varying the delivery rate of audio-based text within web-based training increases the effectiveness of the learning process and improves retention when compared with a fixed audio-based text delivery rate. To answer this question, two groups of 20 participants and one group of 10 participants were tested using the Web-based Anatomy & Physiology course modules developed by Medsn, Inc. The control group received the static speed of 128 words per minute while the experimental group received the initial speed of 128 words per minute with the option to change the speed of the audio-based text. An additional experimental group received the initial speed of 148 words per minute also having the option to vary the speed of the audio-based text. A three way single variable Analysis of Variance (ANOVA) was utilized to examine speed of voice presentation differences. The results were significant, F (2, 47) = 4.67, p=0.014, ç2 = 0.166. The mean for the control group was (M = 7.2, SD = 1.69) with the experimental groups at, (M = 8.4, SD = 1.31) and with extra groups at (M = 8.6, SD = 1.26).

No description available.

No description available.

No description available.

No description available.

No description available.

No / The use of Computer-based simulation (CBS), a form of simulation which utilises digital and web based platforms, is widely acknowledged in healthcare education. This literature review explores the current evidence relating to CBS activities in supporting radiographer education in CT and MRI. Key findings: Journal articles published between 2010 and 2020 were reviewed (n ¼ 663). The content was evaluated and summarised with the following headings; current utility, overview of CBS types, knowledge acquisition and evaluation, and student perspective. CBS utility in CT and MRI radiography education is limited. Its current use is for pre-registration education, and the interfaces used vary in design but are predominantly used as a preclinical learning tool to support the training of geometric scan planning, image acquisition and reconstruction, and associated technical skills. CBS was positively acknowledged by student radiographers; based on its inherent flexibility, self-paced learning and the ability to practice in a safe environment. Nonetheless, the educational validation of CBS in CT and MRI education pertaining to knowledge and skill acquisition has not been fully assessed through rigorous academic assessments and metrics. Conclusion: The current use of CBS in CT and MRI education is limited. The development of software programmes with functionality and capability that correlates with current clinical practice is imperative; and to enable more research in CBS utility to be undertaken to establish the efficacy of this pedagogical approach. Implications for practice: Due to limited placement opportunities, the use of simulation is increasing and evolving; in line with the approach to design and deliver high quality Simulation Based Education (SBE) in Diagnostic Radiography education. The continued development, utility and evaluation of CBS interfaces to support student radiographers at pre and post registration level is therefore essential.