Computer-based Tutorial Research Articles

23.: Accuracy of reporting the hyperdense middle cerebral artery sign as a function of clinical experience

The hyperdense middle cerebral artery sign (HMCAS) is a useful clinical sign in the management of acute stroke and may alter time-critical decisions within an emergency setting. Though gold standards have been published, these are rarely used in clinical practice and scans tend to be reported subjectively. It is therefore possible that the level of experience of the doctor reporting the scan may impact on accuracy of reporting and hence patient management. This study aimed to evaluate accuracy in detecting HMCAS across doctors with varying levels of experience. Forty doctors were recruited into four categories of experience. Each subject received a brief computer-based tutorial on how to identify an HMCAS and was then asked to report on the presence or absence of an HMCAS in 19 pre-prepared CT scans using a standardised viewing template. Mean ± standard error percentage correct scores increased with experience from 76.8 ± 3.69 among interns and residents to 90.1 ± 2.23 among neurologists and radiologists (p

Enhancing learning outcomes in computer-based training via self-generated elaboration

The present study investigated the utility of an instructional strategy known as the query method for enhancing learning outcomes in computer-based training. The query method involves an embedded guided, sentence generation task requiring elaboration of key concepts in the training material that encourages learners to ‘stop and think’ about the information already presented before proceeding to new concepts. This study also investigated the effect of varying the level of elaboration (low or high) prompted by the queries. Fifty-one undergraduate students from the general psychology department subject pool at a major university in the southeastern United States received instruction on the basic principles of flight via one of three versions of a computer-based tutorial (no query, low-level elaboration query, or high-level elaboration query). Participants had no prior knowledge or previous experience with the aviation domain. A one-way between-groups design was employed, with the query method serving as the independent variable and a sample size of 17 per condition. Dependent variables included knowledge organization, knowledge acquisition, and instructional efficiency. Overall, results showed that incorporating low-level elaboration queries into the training resulted in improved organization, integration, and application of task-relevant knowledge and higher instructional efficiency. High-level elaboration queries consistently failed to produce significantly better post-training outcomes, possibly due to the increased cognitive load imposed on learners during training. The discussion centers on theoretical and practical implications for promoting and assessing learning outcomes in computer-based training.

Predicting semantic changes in abstraction in tutor responses to students

Post-problem reflective tutorial dialogues between human tutors and students are examined to predict when the tutor changed the level of abstraction from the student's preceding turn (i.e., used more general terms or more specific terms); such changes correlate with learning. Prior work examined lexical changes in abstraction. In this work, we consider semantic changes. Since we are interested in developing a fully-automatic computer-based tutor, we use only automatically-extractable features (e.g., percent of domain words in student turn) or features available in a tutoring system (e.g., correctness). We find patterns that predict tutor changes in abstraction better than a majority class baseline. Generalisation is best-predicted using student and reflection features. Specification is best-predicted using student and problem features.

Investigating the Effect of Program Visualization on Introductory Programming in a Distance Learning Environment

Program visualization (PV) is one of the approaches to assist novices in introductory programming courses. We investigated the effect of a newly developed PV tool to teach tracing to first-year programming students at a South-African university. The tool takes the form of an interactive computer-based tutorial that teaches students how to draw variable diagrams (VD). All students registered for the introductory C++ module, received the tutorial with their study material and could use it to help answer assignment questions. To determine the effect of using the tutorial, students did an assignment for which they could use the tutorial and completed a questionnaire. Through the questionnaire we acquired biographical data, found out how students used the tutorial and also how they experienced using it. We then correlated these data statistically with their assignment marks. We found that time spent using the tutorial, programming experience and certain biographical properties contributed to higher marks. Drawing their own VDs to understand and debug programs also contributed to better marks.

The 2011 Benjamin Franklin Medal in computer and cognitive science presented to John R. Anderson

John R. Anderson is an international leader in the computational representation and simulation of human cognition. He is credited as having developed the first “cognitive architecture”—a computational framework for specifying both the abilities and limitations of human behavior. Anderson has also made fundamental contributions in applying cognitive architectures to practical problems, most notably in the development of intelligent tutoring systems: computer-based tutors that continually infer the cognitive state of the student, striving to determine what the student knows and does not know, and targeting further instruction accordingly. For these achievements, Anderson was awarded the 2011 Benjamin Franklin Medal in Computer and Cognitive Science.

EFFECTS OF THREE FEEDBACK FORMS ON LEARNING THROUGH A COMPUTER-BASED TUTORIAL

This study investigated the effects of three forms of immediate feedback in a foreignlanguage computer-based tutorial. Fifty-six undergraduate students from theUniversity of Toledo were randomly assigned to four groups corresponding to fourversions of the tutorial (version with spoken feedback, version with written feedback,version with written/spoken feedback, version with no feedback). Each subject inhis/her respective group ran the tutorial on the Macintosh computer and received theappropriate feedback delivered by the computer. Three hypotheses were tested. Afterthe completion of the experiment, two post-tests (immediate and delayed) wereadministered. The first hypothesis was partially supported; the other two were rejected.The results of this study partly confirms some previous research findings. Furtherresearch should consider the language in which the feedback is provided and thesubjects' preferred feedback forms.

Using Students’ Representations Constructed during Problem Solving To Infer Conceptual Understanding

The differences in the types of representations constructed during successful and unsuccessful problem-solving episodes were investigated within the context of graduate students working on problems that involve concepts from 2D-NMR. Success at problem solving was established by having the participants solve five problems relating to material just encountered within a computer-based tutorial. The results indicate that representations constructed during successful problem-solving episodes tend to be more accurate and more complete, but not as abstract as those constructed during unsuccessful problem-solving episodes. When more than a single representation was constructed, however, the additional representations associated with successful problem solving tended to be more abstract than those constructed during unsuccessful problem solving. The authors contend that the constructs of accuracy, abstractness, and completeness are useful for characterizing the differences in the representations constructed during successful and unsuccessful problem-solving episodes, and may serve as useful indicators of the degree of conceptual understanding the individual brings to the problem-solving event.

Computer-based teaching and evaluation of introductory statistics for health science students: some lessons learned

In recent years, it has become possible to introduce health science students to statistical packages at an increasingly early stage in their undergraduate studies. This has enabled teaching to take place in a computer laboratory, using real data, and encouraging an exploratory and research-oriented approach. This paper briefly describes a hypertext Computer Based Tutorial (CBT) concerned with descriptive statistics and introductory data analysis. The CBT has three primary objectives: the introduction of concepts, the facilitation of revision, and the acquisition of skills for project work. Objective testing is incorporated and used for both self-assessment and formal examination. Evaluation was carried out with a large group of Health Science students, heterogeneous with regard to their IT skills and basic numeracy. The results of the evaluation contain valuable lessons.DOI:10.1080/0968776940020207

Replacement of traditional lectures with computer-based tutorials: a case study

This paper reports on a pilot project with a group of 60 second-year undergraduates studying the use of standard forms of contract in the construction industry. The project entailed the replacement of two of a series of nine scheduled lectures with a computer-based tutorial. The two main aims of the project were to test the viability of converting existing lecture material into computer-based material on an in-house production basis, and to obtain feedback from the student cohort on their behavioural response to the change in media. The effect on student performance was not measured at this stage of development.DOI:10.1080/0968776960040115

The Five Stage Cycle Model: An Integrated Approach to Teaching Physics

The five stage cycle model is an interactive flash platform that proposes a challenging scenario with associated questions about light wave features and correlations. As the students navigate from stage to stage, they are able to access some related resources and engage in small group discussions. The students are able to revisit their responses and revise them as they move from one stage to the next. Results from this study reveal that the five stage cycle, designed as a computer-based tutorial, can facilitate students’ learning of physics; however, most students cannot construct a useful knowledge structure to overcome the challenging scenario they encounter.

Adding Value to Force Diagrams: Representing Relative Force Magnitudes

Nearly all physics instructors recognize the instructional value of force diagrams, and this journal has published several collections of exercises to improve student skill in this area.1–4 Yet some instructors worry that too few students perceive the conceptual and problem-solving utility of force diagrams,4–6 and over recent years a rich variety of approaches has been proposed to add value to force diagrams. Suggestions include strategies for identifying candidate forces,6,7 emphasizing the distinction between “contact” and “noncontact” forces,5,8 and the use of computer-based tutorials.9,10 Instructors have suggested a variety of conventions for constructing force diagrams, including approaches to arrow placement and orientation2,11–13 and proposed notations for locating forces or marking action-reaction force pairs.8,11,14,15

Ask and You Will Receive

Even though the effective usage of mobile devices has become a mandatory requirement in many professional and private areas, inexperienced users face especially great difficulties in acquiring computer skills. Based on the assumptions of constructivist learning theories, the effect of asking questions and repeated practice on PDA skill acquisition in adults (n = 36) was examined. Learners had the opportunity to ask questions and receive answers during the learning process. One learner group additionally received a manual with basic PDA-operating-principles; a control group received no instructional support at all. As dependent variables task effectiveness, efficiency, subjective ratings of perceived ease of use as well as number and content of questions were assessed. Findings showed that asking questions and repeated practice considerably enhanced PDA-performance in adult novice learners, but not perceived ease of use. Furthermore, the content-analysis of learner questions gave valuable insights into information needs, cognitive barriers and mental models of adult learners, which can contribute to the design of interfaces and computer-based tutors.

Strategy for Enabling Computer-Based Tutorials to Document Baseline Knowledge in Hematological Subjects That Can Improve Curriculum and Training Programs

The study presents a novel use of computer-based tutorials to establish the demographics of baseline knowledge. Thoughtprovoking questions were asked in the programs that introduced topics considered being essential information. Immediate feedback was provided to promote interactivity. Participant responses to questions were stored for post hoc analysis of baseline knowledge. This strategy for delineating the demographics of knowledge is demonstrated by presenting the results of a pilot study of the use of computer tutorials on bleeding disorders by residents and fellows. The study revealed that participant feedback was very favorable and indicated that the program had avoided a threatening testing environment. Computer tutorials can grade questions rapidly. Grading knowledge while participants use computer tutorials was more efficient and better accepted than grading by stand-alone testing. This information can be applied to optimize curriculum and training programs. Our approach can be used in computer tutorials for all levels of education.

Practice enables successful learning under minimal guidance.

Two experiments were conducted, contrasting a minimally guided discovery condition with a variety of instructional conditions. College students interacted with a computer-based tutor that presented algebralike problems in a novel graphical representation. Although the tutor provided no instruction in a discovery condition, it constrained the possible actions sufficiently that students could always discover the algebraic transformations they needed to learn. In Experiment I, with ample practice for each new transformation, students performed better in the discovery condition than any instructional condition. In Experiment 2, with only a little practice for each transformation, students performed worst in the discovery condition. The authors suggest that the high levels of practice in the 1st experiment made students more efficient at discovering the algebraic transformations. When the cognitive demands were manageable, the discovery students may have more often encoded the algebraic transformations in mathematically correct ways.

Simulator Training Improves Fiber‐optic Intubation Proficiency among Emergency Medicine Residents

The objective was to observe how a workshop using a virtual reality bronchoscopy simulator and computer-based tutorial affects emergency medicine (EM) resident skill in fiber-optic intubation. In this observational before-and-after study, EM resident performance on three simulated pediatric difficult airway cases was observed before and after a short computer-based tutorial and 10 minutes of self-directed practice. The primary outcome was the total time required to place the endotracheal tube (ETT), secondary outcomes included the number of endoscope collisions with mucosa, and a calculated efficiency score measuring the proportion of time participants spent looking at correct central airway structures. Nonparametric Wilcoxon signed rank tests compared performance on the first versus the repeat attempt for each of the three simulated cases. Participants were surveyed regarding their assessments of the experience. Significant decreases in median procedure times and number of scope collisions and increases in median efficiency scores were seen for Cases 1 and 2. Case 3 showed no significant changes in outcomes between first and repeat attempts. Participants positively assessed the training and felt that its use would improve clinical practice. Participation in a simulation-based fiber-optic intubation skill workshop can improve fiber-optic intubation performance rapidly among EM residents. Future research should evaluate if this enhanced performance translates to improved clinical performance in the emergency department (ED).

Effects of Varying Interactive Strategies Provided by Computer-Based Tutorials for a Software Application Program

The study compared the performance skills resulting from training with three computer-based tutorials (CBT) varying the level of interactive practice provided with the task domain. Volunteers from a local chapter of a society concerned with instruction worked through two hours of CBT offered by one of three Lotus 1–2-3 spreadsheet tutorials. Access to “domain-guided” interactive practice resulted in significantly better performance on realistic problems when using the actual Lotus 1–2-3 spreadsheet.

Improving Student Training Through Computer-Based Tutorials

The use of computer-based training for student employees was explored through a recent project. Tutorials were designed and created using a free software program, Wink. The tutorials covered use of electronic resources and circulation programs and were used in training newly hired and continuing student employees. Written exercises requiring use of the information covered in the tutorials were administered subsequently. The advantages of computer-based training for aspects of student library employment were contrasted with its disadvantages. Computerbased training was found to be an effective part of training student

Critical analysis of a computer-assisted tutorial on ECG interpretation and its ability to determine competency

Background: We developed a computer-based tutorial and a posttest on ECG interpretation for training residents and determining competency. Methods: Forty residents, 6 cardiology fellows, and 4 experienced physicians participated. The tutorial emphasized recognition and understanding of abnormal ECG features. Active learning was promoted by asking questions prior to the discussion of ECGs. Interactivity was facilitated by providing rapid and in-depth rationale for correct answers. Responses to questions were recorded and extensively analyzed to determine the quality of questions, baseline knowledge at different levels of training and improvement of grades in posttest. Posttest grades were used to assess improvement and to determine competency. Results: The questions were found to be challenging, fair, appropriate and discriminative. This was important since the quality of Socratic questions is critical for the success of interactive programs. The information on strengths and weakness in baseline knowledge at different levels of training were used to adapt our training program to the needs of residents. The posttest revealed that the tutorial contributed to marked improvement in feature recognition. Competency testing distinguished between residents with outstanding grades and those who needed remediation. Conclusions: The strategy for critical evaluation of our computer program could be applied to any computer-based educational program, regardless of topic.

Criterion validity of a computer-based tutorial for teaching waist circumference self-measurement

Knowing one's waist circumference (WC) is a primary step in assessing risk of disease and health disorders. One concern, however, is the accuracy with which WC measurements are taken. This study attempted to determine the effectiveness of a computer-based tutorial (CBT) in teaching previously untrained individuals to properly self-measure WC. Eighty-three subjects used the CBT to learn and perform WC self-measurement. Validity of the subjects' measurements was determined by comparing their measurements to a traditionally trained and experienced tester's. Bland-Altman and Box-Whisker comparisons revealed an average 1.57cm bias in the subjects' WC measurements. Bland-Altman bias plots illustrated agreement between the subjects' and experienced tester's measurements. Pearson correlation (r=0.97) showed no significant (p<0.0001) difference between the two groups. The results of this experiment suggest that the tested CBT is efficacious in teaching WC self-measurement. The tutorial could be used in the areas of health assessment, standardization, biomedical education and research.

Exploring mindlessness as an explanation for the media equation: a study of stereotyping in computer tutorials

This study extends previous media equation research by empirically testing the mindlessness explanation of media equation behaviour. The current study explored the potential moderating effect of mood on media equation behaviour. Specifically, the study assessed whether participants’ tendency to stereotype when interacting with a computer varied as a function of mood. Seventy-six undergraduate students were exposed to either a positive or negative mood manipulation and then completed a computer-based tutorial on car engines. The tutorial was presented using either a male or female synthesised voice. Participants’ affective state, attitudes and opinions were assessed via questionnaire. Female participants in a positive mood showed a greater propensity to gender-stereotype computers than female participants in a negative mood, suggesting that media equation behaviour is more likely to result when people are in a mindless state. Male participants, however, did not show the same pattern of behaviour.