Year: 2016
Type: dissertation
Study design: Clinical Trial
Abstract: Computer-based instruction (CBI) has become an increasingly popular tool in both business and education throughout the last decade. Despite the various benefits of using CBI, there are several challenges that accompany this mode of instruction, such as computer-based racing. Computer-based racing occurs when learners respond so quickly that frequent mistakes are made. The purpose of the current study was to investigate the impact of postfeedback delays on racing through online lessons conducted in uncontrolled settings. Six different computer-based instructional formats were assessed in terms of learner performance and satisfaction using a between-group pretest-posttest design. Statistically significant differences were observed in regards to the presence of feedback, but not the delay variable in general. Marginally significant results were obtained for postfeedback delays specifically. The results of the current study may extend the literature on postfeedback delays by suggesting that an overt form of self-evaluation during a delay may not be necessary for postfeedback delays, and that postfeedback delays may potentially be effective, even in uncontrolled environments.
Author: Anna L. Conard
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2531272549