Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of specific moderator variables yielded a more complex picture. For example, males showed no preference while females showed a preference for the game and interactive simulation programs. Also, when students navigated through the programs themselves, there was a significant preference for games and interactive simulations. However, when teachers controlled the programs, no significant advantage was found. Further, when the computer dictated the sequence of the program, results favored those in the traditional teaching method over the games and interactive simulations. These findings are discussed in terms of their implications for exiting theoretical positions as well as future empirical research.

A meta-analytic integration of 57 effect sizes from 13 studies (567 teams, 2,258 participants) was performed to determine if groups that are homogeneous with respect to gender, ability level, and personality achieve higher levels of performance than teams that are heterogeneous on these attributes. Although individual studies often show marked differences between homogeneous and heterogeneous groups, the results of this integration show the combined effect sizes of these studies to be small, though not significant, in favor of heterogeneous groups. It appears that the significant effects found in many of the included studies can be attributed to the type and difficulty of the task used in the investigation. Implications for team construction are discussed.

Although relapse prevention (RP) has become a widely adopted cognitive-behavioral treatment intervention for alcohol, smoking, and other substance use, outcome studies have yielded an inconsistent picture of the efficacy of this approach or conditions for maximal effectiveness. A meta-analysis was performed to evaluate the overall effectiveness of RP and the extent to which certain variables may relate to treatment outcome. Twenty-six published and unpublished studies with 70 hypothesis tests representing a sample of 9,504 participants were included in the analysis. Results indicated that RP was generally effective, particularly for alcohol problems. Additionally, outcome was moderated by several variables. Specifically, RP was most effective when applied to alcohol or polysubstance use disorders, combined with the adjunctive use of medication, and when evaluated immediately following treatment using uncontrolled pre-post tests.

The aviation community has invested great amounts of money and effort into crew resource management (CRM) training. Using D. L. Kirkpatrick's (1976) framework for evaluating training, we reviewed 58 published accounts of CRM training to determine its effectiveness within aviation. Results indicated that CRM training generally produced positive reactions, enhanced learning, and promoted desired behavioral changes. However, we cannot ascertain whether CRM has an effect on an organization's bottom line (i.e., safety). We discuss the state of the literature with regard to evaluation of CRM training programs and, as a result, call for the need to conduct systematic, multilevel evaluation efforts that will show the true effectiveness of CRM training. As many evaluations do not collect data across levels (as suggested by D. L. Kirkpatrick, 1976, and by G. M. Alliger, S. I. Tannenbaum, W. Bennett, Jr., & H. Traver, 1997), the impact of CRM cannot be truly determined; thus more and better evaluations are needed and should be demanded.

The authors report an effort aimed at developing and evaluating measures of taskwork and teamwork team knowledge for teams in which members differ in knowledge backgrounds. These measures were used in a study with 36 teams to explore the cognitive underpinnings of team performance variations due to cross-training regime. The authors demonstrate that these measures are valid and provide team performance information that complements outcome and behavioral measures. Teams exposed to full cross-training acquired more taskwork and teamwork knowledge than control teams or teams exposed to a conceptual version of cross-training. Measures of team knowledge provide information regarding team task performance critical for system design and training programs.

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BackgroundNorms clarification has been identified as an effective component of college student drinking interventions, prompting research on norms clarification as a single-component intervention known as Personalized Normative Feedback (PNF). Previous reviews have examined PNF in combination with other components but not as a stand-alone intervention.ObjectivesTo investigate the degree to which computer-delivered stand-alone personalized normative feedback interventions reduce alcohol consumption and alcohol-related harms among college students and to compare gender-neutral and gender-specific PNF.Data SourcesElectronic databases were searched systematically through November 2014. Reference lists were reviewed manually and forward and backward searches were conducted.Selection CriteriaOutcome studies that compared computer-delivered, stand-alone PNF intervention with an assessment only, attention-matched, or active treatment control and reported alcohol use and harms among college students.MethodsBetween-group effect sizes were calculated as the standardized mean difference in change scores between treatment and control groups divided by pooled standard deviation. Within-group effect sizes were calculated as the raw mean difference between baseline and follow-up divided by pooled within-groups standard deviation.ResultsEight studies (13 interventions) with a total of 2,050 participants were included. Compared to control participants, students who received gender-neutral (d between = 0.291, 95% CI [0.159, 0.423]) and gender-specific PNF (d between = 0.284, 95% CI [0.117, 0.451]) reported greater reductions in drinking from baseline to follow-up. Students who received gender-neutral PNF reported 3.027 (95% CI [2.171, 3.882]) fewer drinks per week at first follow-up and gender-specific PNF reported 3.089 (95% CI [0.992, 5.186]) fewer drinks. Intervention effects were small for harms (d between = 0.157, 95% CI [0.037, 0.278]).ConclusionsComputer-delivered PNF is an effective stand-alone approach for reducing college student drinking and has a small impact on alcohol-related harms. Effects are small but clinically relevant when considered from a public health perspective. Additional research is needed to examine computer-delivered, stand-alone PNF as a population-level prevention program.

Resilience has been recognized as an important phenomenon for understanding how individuals overcome difficult situations. However, it is not only individuals who face difficulties; it is not uncommon for teams to experience adversity. When they do, they must be able to overcome these challenges without performance decrements.This manuscript represents a theoretical model that might be helpful in conceptualizing this important construct. Specifically, it describes team resilience as a second-order emergent state. We also include research propositions that follow from the model.