Computer-based instructional programs are being used more frequently in classrooms. While these programs offer many benefits from traditional teaching methods, humans still need to program them. There is inconsistency in the literature regarding the best way to design such programs. The purpose of this study was to evaluate the effects of three training procedures in teaching individuals to type a specified three-letter response in the presence of a corresponding symbol. Results show that the training format that prompted individuals to copy the correct response before the opportunity to respond was more efficient than viewing the correct response after an error, or copying the correct response after an error. A discussion of the results as well as implications for classroom use is also provided.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc33194 |
| Date | 12 1900 |
| Creators | Pinkelman, Sarah Ellen |
| Contributors | Rosales-Ruiz, Jesus, Ala'i-Rosales, Shahla, Cihon, Traci |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 50 p. : ill., Text |
| Rights | Public, Copyright, Pinkelman, Sarah Ellen, Copyright is held by the author, unless otherwise noted. All rights reserved. |
Page generated in 0.002 seconds