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Related Experiment Videos

Effects of imposed postfeedback delays in programmed instruction.

J Crosbie1, G Kelly

  • 1Deakin University.

Journal of Applied Behavior Analysis
|October 1, 1994
PubMed
Summary

Adding a 10-second delay after each question in programmed instruction, known as noncontingent delay, improved student performance by allowing time for studying. This method was also preferred by students and minimally increased session time.

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Area of Science:

  • Behavioral Psychology
  • Educational Technology

Background:

  • Postfeedback delays are known to enhance discrimination training.
  • The effectiveness of these delays in programmed instruction remains less understood.

Purpose of the Study:

  • To investigate if imposed postfeedback delays improve performance in computerized programmed instruction.
  • To determine the mechanism by which delays affect learning and to assess student preference.

Main Methods:

  • Two experiments were conducted with college students using a computerized programmed text on behavior analysis.
  • Experiment 1 compared no delay, noncontingent delay, and contingent delay conditions.
  • Experiment 2 further explored the noncontingent delay by comparing it with a blank screen condition during the delay.

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Main Results:

  • Noncontingent delay significantly improved performance compared to no delay and contingent delay in Experiment 1.
  • In Experiment 2, noncontingent delay improved performance, but only when the screen was not blank, suggesting students used the time to study.
  • Students preferred the noncontingent delay condition, and session duration increased only slightly.

Conclusions:

  • Noncontingent postfeedback delays enhance learning in programmed instruction by facilitating active studying during the delay periods.
  • This method offers a practical and preferred approach to improving educational outcomes in computer-based learning environments.