Computer-Based Training: A Cognitive Framework for Evaluating Systems' Designs

Abstract

The present review encompasses approximately twenty years of research in computer-based training. This includes the initial development of these training systems based on behavioral principles to more recent efforts that incorporate cognitive approaches to learning. The studies that will be included in this review are organized into three groups or clusters based upon their training application. The three clusters include computer aided instructional systems used in training programs, computer aided instruction supplemented with adjunct modes such as simulation and interactive graphics, and lastly, simulators as computer-based training systems. Following an initial discussion of the foundations of computer assisted training systems in behavioral science, the more recent cognitive approaches to this training area are addressed to identify the system components that determine an effective computerized training program. The research is then evaluated and discussed according to: 1) how the systems are designed; 2) how effective the training systems are in attaining specified learning outcomes; and 3) how methodologically sound the conclusions are. This article concludes with an overall integration of the research on computer-based training, specifically focusing on what kinds of learning are being promoted most efficiently and effectively, and which factors in the systems' designs lead to most direct attainment of training goals.

Feedback in Videogame-based Adaptive Training

“…This involved mostly rigorously controlled experiments. This approach presented information, provided questions, and the learner was given feedback based on responses in an attempt to share specific knowledge gradually (Kamouri, 1983-84). Programmed Instruction was more commonly used for the acquisition of general text information, specific-task related information, and job skills and procedures (Shoemaker & Holt, 1965).…”

“…There were several benefits from the use of this medium such as significant savings in training time and scheduling flexibility (Shoemaker & Holt, 1965). Still, there were serious limitations such as the lack of motivation from the trainee, the need for individualized feedback, limited applications, expensive and large equipment, and the need for technically competent personnel that were not readily available (Kamouri, 1983-84). This approach was then followed by a technological boom that supported the spread of technologydriven training.…”

“…In this field, researchers examined the factors affecting human performance in the context of manmachine interaction. Furthermore, researchers and practitioners studied the various aspects of a system's interface such as hardware, administration of training, and software development (Kamouri, 1983-84). The growth of technology-driven training was further accelerated with the inclusion of learning theory and individual differences considerations.…”

Multi‐Item Grouping Algorithm Yielding Near‐Optimal Logistics Cost

“…Thus, if RBESs can be effectively used as training devices, they could profoundly influence decision making via professional education and training, knowledge sharing, and assimilation. Further, Kamouri [46] indicated that while there has been much research on computer-based training (CBT), most of the research remains nontheoretical and nonempirical. He stated that what is needed in CBT research is a detailed understanding of how information is processed by the learner and exchanged between the learner and computer.…”

“…Finally, considerable investment in continuing education and professional training using computerized decision aids 1271 [31] [46], together with movement of RBESs from the research laboratory into practice [76] further underscore the importance of this research.…”