用学生生成的例子评估交互式计算机培训的有效性和偏好
Sylvia C Aquino1, Stephanie A Hood1, Tara A Fahmie2
1Marquette University, Milwaukee, WI USA.
Behavior analysis in practice
|January 10, 2025
概括
学生们更喜欢使用同行生成的示例进行交互式计算机培训 (ICT),而不是其他格式,但并没有改善知识评估. 讨论了对ICT的进一步改进,以培训行为分析.
科学领域:
- 行为分析行为分析.
- 教育心理学教育心理学
- 教学设计指令设计.
背景情况:
- 本科生行为分析培训通常旨在有效和首选的教学方法.
- 以前发现,同行生成的例子比教科书中的例子更受青,但并没有增强知识的获取.
研究的目的:
- 调查交互式计算机培训 (ICT) 的有效性和偏好,嵌入行为分析概念的同行生成示例.
- 通过结合交互元素,扩展先前在同行生成的示例上的发现.
主要方法:
- 同行生成的例子被整合到一个交互式计算机培训 (ICT) 模块中.
- 信息通信技术模块包含了诸如主动响应,快速色,自动反和实践与示例和非示例等功能.
- 学生的偏好和知识评估表现与视频和文本示例进行了比较.
主要成果:
- 交互式计算机培训 (ICT) 在知识评估中没有显著改善.
- 学生们更喜欢使用ICT而不是视频和文本示例.
- 在ICT中的特定交互功能被认为有助于学生的偏好.
结论:
- 虽然使用同行生成的ICT例子是首选的,但其提高知识的有效性需要进一步增强.
- 未来的研究应该专注于完善ICT特征,以促进行为分析教育中的偏好和学习成果.
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