Abstract
Self-pacing, although often seen as one of the primary benefits of computer-based instruction (CBI), can also result in an important problem, namely, computer-based racing. Computer-based racing is when learners respond so quickly within CBI that mistakes are made, even on well-known material. This study compared traditional CBI with two forms of CBI designed to reduce computer-based racing: incentives/disincentives and postfeedback delays. All three formats were evaluated in terms of both performance and satisfaction using a between-group repeated measures design with pretest and posttest. Dependent measures included posttest scores and satisfaction questionnaire ratings. Posttest scores favored the use of postfeedback delays to improve learning over incentives/disincentives and control conditions. Postfeedback delays negatively affected satisfaction in comparison to the control condition, although no satisfaction differences were found between incentives/disincentives and postfeedback delays.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
BODEMER, D., PLOETZNER, R., FEUERLEIN, I, & SPADA, H. (2004). The active integration of information during learning with dynamic and interactive visualisations. Learning and Instruction, 14, 325–341. doi:10.1016/j.learninstruc.2004.06.006
BROWN, K. G. (2001). Using computers to deliver training: Which employees learn and why? Personnel Psychology, 54, 271–296. doi:10.1111/j.1744-6570.2001.tb00093.x
BUCKLIN, B. R., & DICKINSON, A. M. (2001). Individual monetary incentives: A review of different types of arrangements between performance and pay. Journal of Organizational Behavior Management, 21(3), 45–137. doi:10.1300/J075v21n03_03
CHASE, P N. (1985). Designing courseware: Prompts from behavioral instruction. The Behavior Analyst, 8, 65–76.
CROSBIE, J., & KELLY, G. (1993). a computer-based Personalized System of Instruction course in applied behavior analysis. Behavior Research Methods, Instruments, & Computers, 25, 366–370. doi:10.3758/Bf03204527
CROSBIE, J., & KELLY, G. (1994). Effects of imposed postfeedback delays in programmed instruction. Journal of Applied Behavior Analysis, 27, 483–491. doi:10.1901/ jaba.1994.27-483
DICKINSON, A. M., & GILLETTE, K. L. (1993). a comparison of the effects of two individual monetary incentive systems on productivity: Piece rate pay versus base pay plus incentives. Journal of Organizational Behavior Management, 14(1), 3–82. doi:10.1300/J075v14n01_02
ECKERMAN, D. A., LUNDEEN, C. A., STEELE, A., FERCHO, H. L., AMMERMAN, T. A., & ANGER, W. K. (2002). Interactive training versus reading to teach respiratory protection. Journal of Occupational Health Psychology, 7, 313–323. doi:10.1037/1076-8998.7.4.313
FOX, E J. (2004). the Personalized System of Instruction: a fexible and effective approach to mastery learning. In D. J. Moran & R. W. Malott (Eds.), Evidence-based educational methods (pp. 201–221). San Diego, CA: Elsevier academic Press.
GILBERT, T F. (1996). Human competence: Engineering worthy performance. Washington, DC: The International Society for Performance Improvement.
HANNAFIN, R. D., & FOSHAY, W. R. (2008). Computer-based instruction’s (Cbi) rediscovered role in K-12: An evaluation case study of one high school’s use of Cbi to improve pass rates on high-stakes tests. Educational Technology Research and Development, 56, 147–160. doi:10.1007/s11423-006-9007-4
HEINICH, R., MOLENDA, M., & RUSSELL, J. d. (1993). Instructional media and the new technologies of instruction (4th ed.). New York, NY: Macmillan Publishing Company.
HENRY, M. J. (1995). Remedial math students’ navigation patterns through hypermedia software. Computers in Human Behavior, 11, 481–493. doi:10.1016/0747-5632-(95)80012-W
HIRSCH, E D., Jr (1996). The schools we need and why we don’t have them. New York, NY: Doubleday.
HOLLAND, J. G., & SKINNER, B. F. (1961). The analysis of behavior. New York, NY: McGraw-Hill.
JOHNSON, D. A., DICKINSON, A. M., & HUITEMA, B. E. (2008). The effects of objective feedback on performance when individuals receive fxed and individual incentive pay. Performance Improvement Quarterly, 20, 53–74. doi:10.1002/piq.20003
JOHNSON, D. A., & RUBIN, S. (2011). Effectiveness of interactive computer-based instruction: A review of studies published 1995–2007. Journal of Organizational Behavior Management, 31, 55–94. doi:10.1080/01608061.2010.541821
KELLY, G., & CROSBIE, J. (1997). Immediate and delayed effects of imposed postfeedback delays in computerized programmed instruction. The Psychological Record, 47, 687–698.
KOMAKI, J. L., & GOLTZ, S. M. (2001). Within-group research designs: Going beyond program evaluation questions. In C. M. Johnson, W. K. Redmon, & T. C. Mawhinney (Eds.), Handbook of organizational performance: Behavior analysis and management (pp. 81–137). Binghamton, NY: the Haworth Press, Inc.
KRUSE, K., & KEIL, J. (2000). Technology-based training: The art and science of design, development, and delivery. San Francisco, CA: Jossey-Bass/Pfeiffer.
KULIK, J. A. (1994). Meta-analysis studies of fndings on computer-based instruction. In E. L. Baker & H. F. Harold, Jr. (Eds.), Technology assessment in education and training (pp. 9–33). Hillsdale, NJ: Lawrence Erlbaum associates.
LINDSLEY, O R. (1992). Why aren’t effective teaching tools widely adopted? Journal of Applied Behavior Analysis, 25, 21–26. doi:10.1901/jaba.1992.25-21
MARKLE, S. M. (1990). Designs for instructional designers. Champaign, IL: Stipes Publishing Company.
MAYFIELD, K. H., GLENN, I M., & VOLLMER, T R. (2008). Teaching spelling through prompting and review procedures using computer-based instruction. Journal of Behavioral Education, 17, 303–312. doi:10.1007/s10864-008-9069-y
MICHAEL, J. L. (2004). Concepts and principles of behavior analysis (2nd ed.). Kalamazoo, MI: Association for Behavior Analysis.
MILHEIM, W. D., & MARTIN, B. L. (1991). Theoretical bases for the use of learner control: Three different perspectives. Journal of Computer-Based Instruction, 18, 99–105.
MILLER, M. L., & MALOTT, R W. (1997). The importance of overt responding in programmed instruction even with added incentives for learning. Journal of Behavioral Education, 7, 497–503. doi:10.1023/a:1022811503326
MILLER, M. L., & MALOTT, R W. (2006). Programmed instruction: Construction responding, discrimination responding, and highlighted keywords. Journal of Behavioral Education, 15, 111–119. doi:10.1007/s10864-006-9010-1
MUNSON, K. J., & CROSBIE, J. (1998). Effects of response cost in computerized programmed instruction. The Psychological Record, 48, 233–250.
PEAR, J. J., & MARTIN, T. L. (2004). Making the most of Psi with computer technology. In D. J. Moran & R. W. Malott (Eds.), Evidence-based educational methods (pp. 223–243). San diego, CA: Elsevier academic Press.
RIVERA-NIVAR, M., & POMALES-GARCÍA, C. (2010). E-training: Can young and older users be accommodated with the same interface? Computers & Education, 55, 949–960. doi:10.1016/j.compedu.2010.04.006
SCHULTZ, D., & SCHULTZ, S. E. (2006). Psychology and work today: An introduction to industrial and organizational psychology (9th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
STEINBERG, E. R. (1977). Review of student control in computer-assisted instruction. Journal of Computer-Based Instruction, 3, 84–90.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Johnson, D.A., Dickinson, A.M. Using Postfeedback Delays to Improve Retention of Computer-Based Instruction. Psychol Rec 62, 485–496 (2012). https://doi.org/10.1007/BF03395815
Published:
Issue Date:
DOI: https://doi.org/10.1007/BF03395815