Smart Technology for Training: Promise and Current Status

Gray, Wayne D.; Pliske, Daniel B.; Psotka, Joseph

doi:10.21236/ada171423

Cited by 2 publications

(5 citation statements)

References 3 publications

(1 reference statement)

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“…Several CBI professionals (e.g., Gray, Pliske & Psotka, 1985;Montague & Wulfeck, 1984;and Walker, 1984) challenged the assumption that considerable efforts were spent developing most current CBI courseware. In fact, Gray et al have suggested that most current CBI courseware is underdeveloped.…”

Section: Methodological Criticismsmentioning

confidence: 99%

“…If CBI's instructional impact was not found for the learner control issue, it might then be discovered by examining the cognitive differences literature. Many reports (Allen & Merrill, 1985;Bangert-Drowns et al, 1985;Farr, 1985;Gray et al, 1985;Neimiec & Walberg, 1985;and Zemke, 1984) have suggested that the main reason for selecting a CBI system is to better deal with differences in cognitive abilities and styles.…”

Section: Cognitive Differencesmentioning

confidence: 99%

“…Smart technology can also be used for accommodating students with different cognitive abilities (Allen & Merrill, 1985;and Gray et al, 1985). Smart technology programs involve interactions between students and the computer so that the type of feedback and instructional materials provided fit the students' level of knowledge (Gray et al).…”

Section: Cognitive Differencesmentioning

confidence: 99%

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An Examination of the Research Evidence for Computer-Based Instruction in Military Training

Shlechter¹

1986

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Approved for public release; distribution unlimited. iii ARI Research Reports and Technical Reports are intended for sponsors of R&D tasks and for other research and military agencies. Any findings ready for implementation at the time of publication are presented in the last part of the Brief. Upon completion of a major phase of the task, formal recommendations for official action normally are conveyed to appropriate military agencies by briefing or Disposition Form. iv FOREWORD This report is a comprehensive examination of the research evidence regarding computer-based instruction (CBI) on costs, learning achievements, individual differences, and student attitudes. Even though CBI promises to have a significant impact upon students' learning, inconsistencies and problems with the current research evidence prohibit any conclusions about the claimed advantages of CBI over other instructional media. Recommendations are made about the methodological considerations involved in evaluating a CBI system and the usefulness of this instructional technology. A salient recommendation from this technical report is that researchers should shift focus from examining the inherent superiority of this medium to identifying the conditions for using computers in the instructional process. The conclusions are intended for military personnel and behavioral scientists interested in implementing or investigating a CBI system.

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Section: Methodological Criticismsmentioning

confidence: 99%

Section: Cognitive Differencesmentioning

confidence: 99%

Section: Cognitive Differencesmentioning

confidence: 99%

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An Examination of the Research Evidence for Computer-Based Instruction in Military Training

Shlechter¹

1986

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Section: Icai Systemsmentioning

confidence: 99%

“…ICAI systems represent the application of artificial intelligence programmes to educational and training programmes (Gray, Pliske, and Psotka, 1985). A primary goal of ICAI systems has been to reduce the working memory load of novice students (Glaser and Bassock, 1989;Gray et al, 1985). Most ICAI systems have thus been based on findings from research on mental models (Anderson, Conrad and Corbett, 1989;White and Frederiksen, 1990).…”

Section: Icai Systemsmentioning

confidence: 99%

Computer‐based instruction and the practical aspects of memory

Shlechter

1993

Applied Cognitive Psychology

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This article examines the relationship between basic memory research and computer-based instruction (CBI). The results of basic memory research have helped determine the current directions of computer-assisted instruction (CAI) research and development. These directions have included examining the utility of such learning systems for facilitating memory outcomes and developing CBI systems based on cognitive instructional principles. Examples of such systems include the emerging generation of hypermedia and artificial tutoring systems. Inconclusive results, however, have been found regarding CBI's effects on memory phenomena. The CBI literature has thus not established the utility of any memory theory for naturally occurring phenomena. Several plausible reasons for this 'null finding' are discussed.

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Smart Technology for Training: Promise and Current Status

Cited by 2 publications

References 3 publications

An Examination of the Research Evidence for Computer-Based Instruction in Military Training

An Examination of the Research Evidence for Computer-Based Instruction in Military Training

Computer‐based instruction and the practical aspects of memory

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