Computer-based Training Software Research Articles

Application of Computer-Based Training Software Systems for Upgrade Training of the Process Personnel of Blast Furnace Shops

The NLMK has introduced a computer-based training software system (CTS) for advanced training of the process personnel. The implementation of the system made it possible to improve the personnel’s skills to the level required to control the thermal condition of the blast furnace. The CTS allows studying the transient dynamics in the channels of control of the thermal condition of the furnace, recognizing trends in the thermal condition, and training the personnel’s kills of making adequate decisions on change in the thermal condition of the furnace. The system helped to reduce the amount of off-grade iron in blast furnaces.

Effect (Comparison between Elderly Person and Youth) of the Break in the Touch Typing Learning Comparison

The technical education using the information appliance of the old worker is required. However, an elderly person is negative about the utilization of the information appliance. I experimented on, this study about an appropriate break to suppress fatigue of the elderly person, and to learn a touch typing technology effectively and made it clear. The experiment performed two kinds of touch typing learning by the Computer Based Training software. I performed an experiment of elderly person and “Consecutive learning short break models” “Massed practice long break models” which changed the interval of learning and the break by the touch typing software for youths. I performed a questionnaire to a subject to collect the subjective data of fatigue and the learning burden at the same time. As a result, I knew the thing that “the elderly person controlled fatigue by a learning method to put a break in diligently for a short time in this experiment, and could learn a touch typing skill” “having a long it than a youth as for the time to be concerned with the touch typing of the elderly person.” that “the elderly person can learn a touch typing skill early by enjoying CBT learning.”

Computer-based Training and Electronic Publishing in the Health Sector: Tools and Trends

CBT (computer-based training) applications and hypermedia publications are two different approaches to the utilisation of computers in medical education. Medical CBT software continues to play a minor role in spite of the increasing availability, whereas hypermedia have become very popular through the World Wide Web (WWW). Based on the HTML format they can be designed by non-programmers using inexpensive tools while the production of CBT applications requires programming expertise. HTML documents can be easily developed to be distributed by a web-server or to run as local applications. In developed countries CBT and hypermedia have to compete with an abundance of printed or audio-visual media and a wealth of lectures, conferences, etc., whereas in developing countries these media are scarce and expensive. Here CBT programs, and hypermedia publications in particular, may be a cost-effective way to improve quality of education in the health sector.

Some Conditions under Which Integrated Computer-Based Training Software Can Facilitate Learning

When students are required to learn a new computer application program, frequently they need to split their attention between material in a manual and material on the screen because neither is self-contained. Previous work has indicated that split-attention can interfere with learning because the need to mentally integrate material imposes an extraneous cognitive load. Alternatively, even if the screen-based material is self-contained, the material of a redundant manual, if processed by learners, can also impose an extraneous cognitive load. Under these circumstances, learning may be facilitated by the use of self-contained, screen-based material alone. In Experiment 1, the first author developed a windows spreadsheet, computer-based training package with an integrated format, to test these hypotheses. The split-attention effect was investigated by comparing the performance of a group of students using the integrated computer-based training software with that of a group using a conventional manual plus the computer software to be learned. The redundancy effect was investigated by comparing a group using the computer-based training software with a group using the same computer-based training software plus a hard-copy of this training software. Results from Experiment 1 supported the above cognitive load hypotheses. Specifically, in areas of high information complexity, the integrated computer-based training software group clearly outperformed both the conventional manual plus computer software group, and the computer-based training software plus hard-copy group, thus demonstrating both split-attention and redundancy effects. Experiment 2 partially replicated this result, as well as providing support for a cognitive load explanation of results by measuring mental load. In the light of these findings and previous research, it is suggested that cognitive load is a major factor in all aspects of instructional design. Computer training software that reduces extraneous cognitive load by adopting integrated computer-based training formats can considerably facilitate learning.