Using computer delivery to examine interactive and non-interactive response modes to programmed material
| dc.contributor.author | Wong, William | en_US |
| dc.date.accessioned | 2024-08-15T20:18:29Z | |
| dc.date.available | 2024-08-15T20:18:29Z | |
| dc.date.copyright | 1993 | en_US |
| dc.date.issued | 1993 | |
| dc.degree.department | Department of Psychological Foundations in Education | en_US |
| dc.degree.level | Master of Arts M.A. | en |
| dc.description.abstract | A computer authoring program called Think Fast was used to deliver 90-frames of programmed instruction, teaching the elementary concepts of operant conditioning. Forty undergraduates progressed through the program. A group experimental design was used to compare the effect of reading frames, reading frames with blanks and answers, thinking the answers, saying the answers aloud, and typing answers to program blanks. Results indicated that typing answers to frames produced the largest increase on a 25-item fillĀ-in-the-blank test. Moderate posttest achievement was produced by subjects who responded by saying, thinking, or reading the frames with answers. Subjects who were instructed to read frames without blanks scored lowest. Also, subjects assigned active response modes identified more written examples of operant behavior than those in the non-active condition on an application test. These results are discussed in relation to educational implications. | en |
| dc.format.extent | 133 pages | |
| dc.identifier.uri | https://hdl.handle.net/1828/20186 | |
| dc.rights | Available to the World Wide Web | en_US |
| dc.subject | UN SDG 4: Quality Education | en |
| dc.title | Using computer delivery to examine interactive and non-interactive response modes to programmed material | en_US |
| dc.type | Thesis | en_US |
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