The differential effect of mandatory practice feedback and problem oriented simulation on learning in computer assisted instruction modules

Abstract

The use of mandatory practice feedback and problem oriented simulation has become widespread in the development of computer assisted instruction. Previous research has shown that modules using mandatory practice feedback yield superior knowledge acquisition to modules using no feedback. Simple corrective feedback modules have also demonstrated superiority over no feedback modules. The research suggests that problem oriented simulation should be an effective technique, but has been unable to demonstrate significantly superior results. This study compared knowledge acquisition results of modules employing mandatory practice feedback to results of modules using corrective feedback, and also compared modules containing problem oriented simulation questions to modules containing standard objective questions. Additive effects of the procedures were also analized. Eighty students of law enforcement and corrections were the subjects. A 2 (mandatory practice feedback, corrective feedback) X 2 (problem oriented simulation questions, standard objective questions) factorial design indicated that student performance was significantly higher in modules which contained mandatory practice. Question type made no significant difference, and no significant interaction effects were found.

Notes

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Graduation Date

1989

Semester

Fall

Advisor

Wooten, William

Degree

Master of Science (M.S.)

College

College of Arts and Sciences

Department

Psychology

Format

PDF

Pages

61 p.

Language

English

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

Identifier

DP0026943

Subjects

Arts and Sciences -- Dissertations, Academic; Dissertations, Academic -- Arts and Sciences

Accessibility Status

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