Related Experiment Video
Updated: Jun 5, 2026
06:58
A Structured Rehabilitation Protocol for Improved Multifunctional Prosthetic Control: A Case Study
Published on: November 6, 2015
Demonstration-based training: a review of instructional features
Michael A Rosen1, Eduardo Salas, Davin Pavlas
1University of Central Florida-Institute for Simulation and Training, 3100 Technology Parkway, Orlando, FL 32826, USA.
Human Factors
|December 29, 2010
Summary
Demonstration-based training (DBT) effectiveness can be enhanced by various instructional features beyond the core demonstration. Further research is needed to optimize these features for better training outcomes.
Area of Science:
- Instructional Design
- Educational Psychology
- Human Performance Technology
Background:
- Organizations require efficient, accessible training solutions.
- Demonstration-based training (DBT) offers a potential solution.
- Optimizing DBT instructional features is crucial for maximizing effectiveness.
Purpose of the Study:
- To review instructional features used in demonstration-based training (DBT).
- To identify features that can improve DBT effectiveness beyond the demonstration content itself.
Main Methods:
- A systematic review of applied and basic science literature on DBT was conducted.
Main Results:
- Instructional features in DBT can be categorized by learner involvement (active/passive), timing (pre-, during-, post-demonstration), and observational learning augmentation.
- Five categories of features were identified: passive guidance, preparatory, concurrent, retrospective, and prospective activities.
Conclusions:
- A diverse range of instructional features exists for DBT.
- More systematic research is required to determine optimal conditions and sequencing for these features.
- The presented framework can guide DBT system development and future research.
Related Concept Videos
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
01:26Modeling in Therapy
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
01:23Reinforcement
Positive and negative reinforcement are key concepts in operant conditioning, a learning process where the consequences of a behavior affect the likelihood of that behavior being repeated.
Positive reinforcement occurs when a behavior is followed by the presentation of a rewarding stimulus, increasing the frequency of that behavior. For example:
Positive reinforcement occurs when a behavior is followed by the presentation of a rewarding stimulus, increasing the frequency of that behavior. For example:
01:14Steps in the Modeling Process
Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...