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ERIC Number: EJ1002499
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0033-2933
Using Postfeedback Delays to Improve Retention of Computer-Based Instruction
Johnson, Douglas A.; Dickinson, Alyce M.
Psychological Record, v62 n3 p485-495 Sum 2012
Self-pacing, although often seen as one of the primary benefits of computer-based instruction (CBI), can also result in an important problem, namely, computer-based racing. Computer-based racing is when learners respond so quickly within CBI that mistakes are made, even on well-known material. This study compared traditional CBI with two forms of CBI designed to reduce computer-based racing: incentives/disincentives and postfeedback delays. All three formats were evaluated in terms of both performance and satisfaction using a between-group repeated measures design with pretest and posttest. Dependent measures included posttest scores and satisfaction questionnaire ratings. Posttest scores favored the use of postfeedback delays to improve learning over incentives/disincentives and control conditions. Postfeedback delays negatively affected satisfaction in comparison to the control condition, although no satisfaction differences were found between incentives/disincentives and postfeedback delays. (Contains 2 figures.)
Southern Illinois University Carbondale. Mailcode 4609, Rehabilitation Institute, Carbondale, IL 62901-4609. Tel: 618-536-7704; e-mail: psychrec@siu.edu; Web site: http://www.siuc.edu/~ThePsychologicalRecord/index.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A