NotesFAQContact Us
Search Tips
ERIC Number: ED021452
Record Type: RIE
Publication Date: 1966-Dec
Pages: 41
Abstractor: N/A
Reference Count: N/A
Training Corrective Maintenance Performance on Electronic Equipment with CAI Terminals: I. A Feasibility Study.
Rigney, Joseph W.
A report is given of a feasibility study in which several possible relationships between student, computer terminal, and electronic equipment were considered. The simplest of these configurations was set up and examined in terms of its feasibility for teaching the performance of fault localization on a Navy transceiver. An instructional program was written in the coursewriter language. The program guides a student through a fault localization strategy during several practice problems, providing knowledge of results and remedial instruction. It then records key student responses during the administration of test problems. Conclusions of the study are: (1) simple CAI programing languages can be quickly learned by electronics instructors who are not trained programers; these languages must be supplemented by more powerful languages if the full potential of CAI for performance training is to be realized; (2) computer-guided practice in following trouble-isolation sequences can facilitate effective troubleshooting performance; even a few hours of such practice can show interesting results; (3) there are several attractive possibilities for combining the computer terminal with electronic equipment to provide for on-line sensing of student actions of the equipment. Two major approaches emerge: console-equipment combinations to teach performance on specific equipment, and console-equipment combinations to teach generalizable skills, such as alignment procedures and bracketing logic. (Author)
Clearinghouse for Federal Scientific & Technical Information, Springfield, Va. 22151 (AD-646 651, MF $.65, HC $3.00).
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Naval Research, Washington, DC. Psychological Sciences Div.
Authoring Institution: University of Southern California, Los Angeles. Dept. of Psychology.