|
 |
Category
None |
Type
Abstract |
Year
, |
Authors
jtsfds275 |
Title
, |
Periodical
, |
|
|
|
| |
Category
CAT Gen |
Type
Abstract |
Year
2000 |
Authors
wholenews |
Title
Wholenews |
Periodical
Computers and Education |
Abstract
|
|
|
| |
Category
Military |
Type
Conference Proceedings |
Year
2000 |
Authors
Schaffer S |
Title
Learning System Design Consideration in Creating an Online Learning Environment |
Periodical
Annual Proceedings of Selected Research and Development Papers presented at the National Convention |
Abstract
This paper describes the design of a Web-based learning environment for leadership facilitators in a United States military organization. The overall aim of this project was to design a prototype of an online learning environment that supports leadership facilitators' knowledge development in the content area of motivation. The learning environment was designed to provide new learning opportunities for facilitators to build content knowledge through interactive learning activities and experiences with other members of their own community. This project was managed as a concurrent solution design process incorporating elements of strategic thinking, change creation, work environment design, and rapid prototyping. The front-end analysis and impact evaluation were built into the design process. The use of the iterative solution design process (with the iterative design phases of performance analysis, prototype design, and prototype re-design) allowed for increased efficiency and effectiveness in making ongoing refinements and improvements to the prototype. The project team agreed upon three broad areas of learning environment design--analyzing, designing, and continuously improving--and these principles were used as the foundation for a pre-prototype evaluation plan. The plan included questions derived from a variety of performance improvement theories and models. A solution design decision aid assisted in evaluating the effectiveness of the learning and performance environment. Specific strategies and recommendations related to utilization and ongoing support of the prototype that was designed and delivered to the client were proposed. These focused in two key areas: adopting and diffusing the product within the target organization; and continuously improving the design and usefulness of the current prototype once it has been adopted by the target organization. Critical diffusion and work environment factors are identified, with recommendations, to highlight some of the biggest challenges to project success. Brief descriptions of each major component of the Web-mediated learning and performance environment are then offered, with recommendations for continuous improvement and maintenance of each on the Web site. (AEF)
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| |
Category
CAT User |
Type
Conference Proceedings |
Year
2004 |
Authors
Lilley M, Barker T |
Title
A computer-adaptive test that facilitates the modification of previously entered responses: An empirical study. |
Periodical
Intelligent Tutoring Systems - Proceedings Lecture Notes in Computer Science |
Abstract
In a computer-adaptive test (CAT), learners are not usually allowed to revise previously entered responses. In this paper, we present findings from our most recent empirical study, which involved two groups of learners and a modified version of a CAT application that provided the facility to revise previously entered responses. Findings from this study showed that the ability to modify previously entered responses did not lead to significant differences in performance for one group of learners (p>0.05), and only relatively small yet significant differences for the other (p<0.01). The implications and the reasons for the difference between the groups are explored in this paper. Despite the small effect of the modification, it is argued that this option is likely to lead to a reduction in student anxiety and an increase in student confidence in this assessment method.
|
|
|
| |
Category
CAT User |
Type
Conference Proceedings |
Year
1993 |
Authors
Wise, SL |
Title
The Role of Anxiety on Examinee Preference for Self-Adapted Testing. |
Periodical
AERA Annual Meeting Conferece Paper |
Abstract
This study assessed whether providing examinees with a choice between computerized adaptive testing (CAT) and self-adaptive testing (SAT) affects test performance in comparison with being assigned a CAT or SAT, and evaluated variables influencing examinee choice of either test form. The relative influences of test type and test choice on examinee anxiety were also examined. Subjects were 244 undergraduate and 133 graduate students from a large Midwestern university. Students were randomly assigned to SAT, CAT and choice conditions for an algebra test. Test-related anxiety was assessed with a paper-and-pencil measure in pretests and posttests. It was found that, for students with high mathematics anxiety, providing a choice between CAT and SAT led to significantly higher mean proficiency estimates, lending support to the hypothesis that examinees can cope with a stressful situation more effectively if they feel that they have some control over the source of the stress. Expected differences in estimated proficiency and posttest state anxiety between CAT and SAT conditions were not found, but a strong relationship was seen between examinee test type choice and mathematics anxiety level. Higher anxiety examinees have a greater preference for the control provided by SAT. Six tables and two graphs summarize findings.
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| |
Category
Military |
Type
Dissertation-Thesis |
Year
2004 |
Authors
Juve K |
Title
The Use of Massive Multiplayer Online Games to Evaluate C4I Systems |
Periodical
Naval Postgraduate School |
Abstract
In the past few years, Massive Multiplayer Online Games (MMOG) have gained in popularity in the gaming industry, the public and the Department of Defense. Improvements to computer technology and the increased data transfer rate over networks have caused the potential applications for networked environments to blossom. MMOGs are a product of these improvements, as technological advancements have made it possible for the masses to gain access to virtual environments and participate.
The ability to communicate and interact within the virtual environment has the potential to make MMOG technology an
ideal tool for evaluating C4I systems. The design and evaluation of C4I systems with MMOGs has the potential to allow for exploration in the areas of warfighter effectiveness, emergent behavior, collective decision making, human systems integration and effective information flow. This thesis strives to illustrate how a C4I system modeled in an MMOG can aid designers in gathering insights on the effectiveness of the system in various combat situations. |
|
|
| |
Category
Military |
Type
Dissertation-Thesis |
Year
2000 |
Authors
Howell D |
Title
The Feasibility of Conducting Combat Training Simulations via Distributed Training Technology |
Periodical
U.S. Army War College |
Abstract
The dispersion of National Guard units and limited training time has always made training readiness a challenge. In addition, sustaining reserve forces at the same level as their active component counterparts is crucial with the major reduction in active army component forces. Current constructive combat training simulations available in the Army may be a viable training option to training National Guard units for combat. It is possible that training with simulations may reduce the number of days required to train a unit for mobilization.
GUARDNET XXI, the National Guard Distributive Learning Network offers a mode to make current constructive combat training simulations distributive. This research determines the feasibility of conducting constructive simulations via GUARDNET XXI. If we can conduct these simulations via GUARDNET XXI, it will enhance and supplement collective training during the limited time and other resource constraints in the National Guard.
This methodology is to determine the value of training Army National Guard units with simulations; determine requirements to operate the simulation system and capabilities of the Distributive Learning Network; and consider the National Guard's posture as it relates to simulation management. At the conclusion, Army National Guard leadership will have an alternative to train the Reserve forces at an equivalent level of the Active component forces and complete the training requirements, all at a reduced cost. |
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| |
Category
Gender |
Type
Journal |
Year
1997 |
Authors
Durndell A, Thomson K |
Title
Gender and computing: A decade of change? |
Periodical
Computers & Education |
Abstract
Targetted 16-18 year olds in 1995 were compared to similar groups in 1992, 1989 and 1986. Reported use of computers, knowledge about IT and reasons for not studying computing were assessed. Reported use of computers in school had risen to a non gender differentiated high level. However, reported domestic use of computers remained highly gendered, with males retaining a higher level of reported use both of their own computers and of a friend's computer. Knowledge about IT concepts had increased over time, with the male advantage over females being retained but declining very gradually in absolute size. Analysis, both open ended and statistical, of responses to questions about choosing not to study computing indicated a considerable stability over time of a rather negative stereotype of the computer specialist. It is concluded that gender related changes over time in the U.K. are occurring, but at a slow rate.
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|
| |
Category
Gender |
Type
Journal |
Year
2005 |
Authors
Papastergiou M, Solomonidou C |
Title
Gender issues in Internet access and favourite Internet activities among Greek high school pupils inside and outside school. |
Periodical
Computers & Education |
Abstract
This study investigates gender differences in Internet use by Greek high school pupils within school and out of school environments. A sample of 340 pupils (170 boys and 170 girls), aged 12-16 years, completed a written questionnaire on their attainability, location, frequency and purposes of Internet access. The data analysis showed that more pupils use the Internet outside school (at home, in Internet cafes) than within school and that boys have more opportunities to access the Internet. Both inside and outside school, pupils' favourite Internet activities relate to information gathering for personal purposes and to entertainment. Boys use the Internet for entertainment and Web page creation more than girls do, whereas no other significant gender differences were noted regarding pupils' other Internet activities, such as communication via e-mail, chat or videoconferencing, Web surfing and information search for personal or school purposes.
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| |
Category
Military |
Type
Journal |
Year
2005 |
Authors
Barker B, Brooks D |
Title
An Evaluation of Short-term Distributed Online Learning Events |
Periodical
International Journal on E-Learning |
Abstract
The purpose of this study was to evaluate the effectiveness of short-term distributed online training eventes using an adapted version of the compressed evaluation form developed by Wisher and Curnow (1998). Evaluating online distributed training events provides insight into course effectiveness, teh contribution of proir knowledge to learning, and participants' reaction to the technology. The adapted compressed survey form was found to be a valid and reliable instrument. Participants in the training events increased their nowledge. Furthermore, no relation between prior knowledge and self-reported learning was found. Lastly, participants reported a favorable rating of the technology. Imediate feedback, course relevance and overall course effectiveness were found to be determinants in the learning variable. In conclusion, short term distributed online training events are effective methods of training Department of Defense employees and military personnel.
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| |
Category
Distance Learning |
Type
Journal |
Year
2004 |
Authors
Stella A, Gnanam A |
Title
Quality assurance in distance education: The challenges to be addressed |
Periodical
Higher Education |
Abstract
Integration of technology in all forms of education has narrowed down the gap between the on- and off-campus students and has resulted in the use of the more broad-based term 'distributed learning'. Consequently, distance learning is seen as a subset of distributed learning, focusing on students who may be separated in time and space from their peers and the instructor. The new forms and meanings it is acquiring, its convergence with traditional learning and its global impact pose several challenges. It has caused a serious concern to the governments and the quality assurance agencies all over the world about the safety of the national systems, legitimacy of the providers, protecting the public from fake providers, quality of the offerings etc. the common element being 'concern for quality'. Many quality assurance agencies have responded to this need and there is considerable dialogue about ensuring quality in distance education. Some think that quality assurance practices for distance education are essentially the same as those used for traditional education. Others argue that distance education tests conventional assumptions and hence the present mechanisms of quality assurance are not adequate to ensure the quality of distance education. This paper highlights the aspects of distance education that deviate so markedly from what has been practiced for hundreds of years and argues that quality assurance of distance education has to be approached differently.
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| |
Category
ITS User |
Type
Journal |
Year
2005 |
Authors
Duitama F, Defude B, Bouzeghoub A, Lecocq C |
Title
A Framework for the Generation of Adaptive Courses Based on Semantic Metadata |
Periodical
MULTIMEDIA TOOLS AND APPLICATIONS |
Abstract
This approach proposes the creation and management of adaptive learning systems by combining component technology, semantic metadata, and adaptation rules. A component model allows interaction among components that share consistent assumptions about what each provides and each requires of the other. It allows indexing, using, reusing, and coupling of components in different contexts powering adaptation. Our claim is that semantic metadata are required to allow a real reusing and assembling of educational component. Finally, a rule language is used to define strategies to rewrite user query and user model. The former allows searching components developing concepts not appearing in the user query but related with user goals, whereas the last allow inferring user knowledge that is not explicit in user model. |
|
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| |
Category
Military |
Type
Journal |
Year
1997 |
Authors
Leddo J, Kolodziej J |
Title
The Virtual Schoolhouse |
Periodical
Interservice/Industry Training, Simulation, and Education Conference Papers |
Abstract
Significant changes in military training are resulting from pressures to cut costs and move training from the schoolhouse to the field so it can be delivered "just in time" and be more responsive to individual unit training needs. Distributed Interactive Simulation (DIS) allows multiple trainees to interact in real time on a common training problem. Intelligent tutoring systems (ITSs) provide instruction on a one-to-one basis. Integrating DIS and ITS technologies offers the opportunity to capitalize on their strengths: the ability to conduct large-scale team exercises while providing each trainee with personalized instruction. A Distributed Interactive Intelligent Tutoring Simulation (DIITS) has been developed to train Army Infantry squad and fire team leaders in the skills to perform military operations cooperatively in urban terrain. The intelligent tutoring system technology allows trainees to receive feedback and remediation regardless of whether a human instructor is present. The technology has the flexibility to be used "on demand" by trainees, not just when scheduled by instructors. The DIITS includes intelligent agent technology to play the role of scenario agents when a human is not available to fill in and gives it added power for use for training any number of trainees. A scenario editor allows users to develop training scenarios and increases the customizability of the technology. The technology is generic and modular to support extension and reuse as training requirements evolve.
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| |
Category
Military |
Type
Journal |
Year
2003 |
Authors
Belanich J, Wisher R, Orvis K |
Title
Web-based Collaborative Learning: An Assessment of a Question-Generation Approach |
Periodical
U.S. Army Research Institute for the Behavioral and Social Sciences |
Abstract
Students linked into a learning environment over the Internet may learn topics better by collaborating to create questions and answers. In research reported here, students used a learning aid for collaborative question generation called Army TEAMThink, a commercial program modified for Army use under a TRADOC Delivery Order contract. Research was done at three US Army schools to assess the quality or doctrinal correctness of questions and answers generated by students and to measure any learning benefit. Students first completed a tutorial on how to write effective multiple-choice questions. Next, students wrote questions and reviewed questions written by other students. Based on the feedback from the reviews, authors were allowed to modify their own questions. Finally, students took a test of the questions that had been developed by students using the learning aid. Army subject matter experts judged that most of the questions developed were considered acceptable and could be repurposed for use in course exams. A majority of the question feedback was constructive, indicating that the collaborative process was helpful. Students who went through the process scored higher on a test of novel questions than those who did not use Army TEAMThink. They also scored higher than students who went through the process on a different topic from the test topic, demonstrating a moderate learning effect. The general finding of this research about a collaborative question-generation approach is that instructors can accumulate quality multiple-choice questions and monitor student comprehension, and students have an additional opportunity for better learning.
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| |
Category
Military |
Type
Journal |
Year
2001 |
Authors
Lampton D, McDonald D, Rodriguez M, Cotton J, Morris C |
Title
Instructional Strategies for Training Teams in Virtual Environments |
Periodical
U.S. Army Research Institute for the Behavioral and Social Sciences |
Abstract
This report describes the design and implementation of the Fully Immersive Team Training (FITT) research system, and the first experiment conducted with that system. FITT was developed to support research on the use of distributed Virtual Environments (VEs) for training dismounted infantry. The hardware and software functional requirements included: locomotion, object manipulation and aiming, communication among participants, design of avatars for participants and computer generated forces, data capture and playback, as well as a host of networking issues. The first experiment examined instructional strategies involving how and when to give guidance during team training with VEs. Ninety-four college students participated in the experiment. Two-person teams engaged in search missions in VEs depicting building interiors. Teams were given guidance either before (demonstration), during (coaching), or after (replay) the first practice mission, or not given any guidance at all (control group). Performance measures included: speed and accuracy of search, communications, and security procedures. Results indicated that the FITT interface worked well in enabling the participants to move in and interact with the VEs, and to act as a team. The feasibility of implementing and administrating each of the instructional strategies in a VE training context was demonstrated.
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| |
Category
CAT User |
Type
Journal |
Year
2005 |
Authors
Lilley M, Barker T, & Britton C |
Title
The Generation of Automated Learner Feedback Based on Individual Proficiency Levels. |
Periodical
Innovations in Applied Artificial Intelligence Lecture Notes in Artificial Intelligence |
Abstract
Computer-adaptive tests (CATs) are software applications that adapt the level of difficulty of test questions to the learner’s proficiency level. The CAT prototype introduced here includes a proficiency level estimation based on Item Response Theory and a questions’ database. The questions in the database are classified according to topic area and difficulty level. The level of difficulty estimate comprises expert evaluation based upon Bloom’s taxonomy and users’ performance over time. The output from our CAT prototype is a continuously updated user model that estimates proficiency in each of the domain areas covered in the test. This user model was employed to provide automated feedback for learners in a summative assessment context. The evaluation of our feedback tool by a group of learners suggested that our approach was a valid one, capable of providing useful advice for individual development.
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| |
Category
Military |
Type
Journal |
Year
2005 |
Authors
Holden W, Smith, M, Conzelman C |
Title
Developing an Environment for Exploring Distributed Operations: A Wargaming Example |
Periodical
U.S. Army Research Institute for the Behavioral and Social Sciences |
Abstract
Requirements for Future Force operations indicate that planning and wargaming must transition from a collocated, sequential, and staff-centered process to one that is distributed, simultaneous, and commander-centered. The present research developed a course of action analysis (wargaming) environment for exploring the human performance requirements associated with distributed wargaming activities characteristic of Future Force operations. This report describes the design, development, and initial evaluation of the multi-echelon distributed wargaming exercises and simulation tools comprising the wargaming research environment. Key design features of the research environment are identified which serve to rapidly guide command groups through the Action-Reaction-Counteraction wargaming cycle, minimizing the time required to orient participants to the tools, tasks, and background information necessary to wargaming. Four distributed wargaming exercises, including two Horizontal (Staff) and two Vertical (Command) exercises, were conducted with 20 Active Duty Officers – Majors and Captains. Results of the research provide a prototype example of an environment for distributed operations that can support Future Force research and training requirements. The results provide lessons learned for developing a distributed planning environment, including guidelines for the development of structured exercises, requirements for tools that facilitate collaboration, and measures for the assessment of wargaming performance.
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|
|
| |
Category
Military |
Type
Journal |
Year
2001 |
Authors
Singer M, Grant S, et al |
Title
Team Performance in Distributed Virtual Environments |
Periodical
U.S. Army Research Institute for the Behavioral and Social Sciences |
Abstract
The U.S. Army is using virtual simulations for mission planning, training, rehearsal, and concept development. Virtual environment (VE) technology can provide simulated real world activities for dismounted soldiers. One issue in the use of distributed simulations is whether team members learn, perform, and transfer their skills in distributed situations in the same ways as individuals in local situations. In this experiment, local and distributed teams completed a series of mission rehearsals in a VE over two days. Eighteen, two-person teams of college students performed synthetic tasks representative of tasks performed by police, emergency response, and military teams. All participants were trained to criterion in a VE before being assigned to a team. Biographical information and subjective self-report questionnaires were administered before, during, and after training and mission sessions. Local teams interacted face-to-face between mission rehearsal sessions, while distributed teams only interacted by phone during the after action review session following each mission. Local teams performed significantly better than distributed teams on several collective task measures over the repeated missions. Simulator sickness and presence during the mission rehearsals were also investigated.
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| |
Category
Military |
Type
Journal |
Year
2003 |
Authors
Tarr R, Morris C, Singer M |
Title
Low-Cost PC Gaming and Simulation: Doctrinal Survey |
Periodical
U.S. Army Research Institute for the Behavioral and Social Sciences |
Abstract
The U.S. Army Simulation, Training and Instrumentation Command (STRICOM) established a program investigating novel techniques for low-cost/complexity training devices. The Army Research Institute for the Behavioral and Social Sciences contributed to this program by supporting the investigation of doctrinal issues in low-cost personal computer (PC) gaming. The Institute for Simulation and Training at the University of Central Florida developed an approach for defining game parameters and surveying subject matter experts (SMEs) on doctrinal correctness of game experiences. Doctrinal correctness combines and interacts with cognitive skills and decision-making skills gains in complex ways that make the selection of games for reinforcing training through training a complicated trade-off. Based on prior work, PC games were selected for Infantry and Armor tasks and evaluated for application and doctrinal correctness. The evaluations for the Infantry aspects of Rogue Spear: Covert Ops indicated that the game could be used for tactical movement, tactical scenario, and room clearing exercises. The evaluation of Steel Beasts were positive in terms of gunnery elements, but there were sufficient doctrinal errors that the overall game was judged to not be useful. The results of this and other efforts indicates the potential usefulness of commercially available off the shelf PC games, although further studies are needed in order to establish guidelines and characteristics for integrating selected aspects of games into ongoing instructional approaches.
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| |
Category
Military |
Type
Journal |
Year
1995 |
Authors
Gonzales F, Cathcart M |
Title
A Procedure for Studying Strategy Development in Humans |
Periodical
Behavior Research Methods, Instruments & Computers |
Abstract
An early version of the computer game Star Trek was modified to conduct behavioral research. By appropriate use of the starship’s weapon and defense systems, the player can kill enemy ships and avoid destruction. The player’s moves, as well as the time and state of the game environment when each move occurs, are recorded. The procedure tracks performance changes over time very well, and allows the dissection of performance into sequences of commands that reflect the subject’s play strategy. Computer games such as Star Trek could be the basis for experiments that bridge the gap between operant and cognitive research.
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| |
Category
Military |
Type
Journal |
Year
2001 |
Authors
Hardy D, Allen E, et al. |
Title
Advanced Distributed Simulation: Decade in Review and Future Challenges |
Periodical
Simulation and Human Systems Technologies |
Abstract
As networking technologies and computer hardware performance advanced in the late 1980s, distributed Simulation became a feasible way to provide military training at distant, sometimes remote locations.
Efforts were made to advance the technologies surrounding distributed simulation, from networking protocols to the representation of the battlespace and its entities. The following SSC San Diego efforts supported advances in distributed-simulation-related areas throughout the 1990s and continue to support the next generation of 21st century simulation systems.
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| |
Category
Distance Learning |
Type
Journal |
Year
2004 |
Authors
Henning E, Van der Westhuizen D |
Title
Crossing the Digital Divide Safely and Trustingly: How Ecologies of Learning Scaffold the Journey |
Periodical
Computers & Education |
Abstract
The article addresses the issue of learning to elearn in borderless programs in a globallsed learning landscape and the associated problems of scaffolding the journey across the digital divide. The authors argue that the assumption underlying such courses is that cross-cultural programs are viable because they are conceived and designed to be 'global', and that they assume this design to be inclusive. Henning and Van der Westhuizen claim that the global discourse in most domains can take only marginal note of the need to infuse such programs with a local serniotic-a course design criterion for which they argue. They furthermore forward the notion that the majority of the world's prospective elearners need various bridging mechanisms in order to be able to access the broader discourse and that one of these mechanisms can be explored through the metaphor of "information ecologies" as proposed by Nardi and O'Day [Nardi, B.A., & O'Day, V.L. (1999). Information ecologies. Using technology with heart. Cambridge, MA: The MIT Press]. They also conclude that issues of the learners' trust in the course and its system need to be considered when contemplating programs for diverse target groups. By way of a case study, consisting of three portraitures of adult learners, they explore the limitations of assumed distributed cognition and claim that learning is, in reality, contained/constrained in the familiar local narrative of the novice adult elearners in a rural South African context. The case study illustrates how the resistance to technology and its power base becomes an obstacle for the students and how the support of peers becomes the main scaffolding mechanism for their entry into electronic learning environments. The findings thus show how the social context becomes the facilitator and the scaffold for elearning, more than technology and the curriculum itself.
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| |
Category
Distance Learning |
Type
Journal |
Year
2001 |
Authors
Leblanc S, Saury J, Seve C, Durand M, Theureau J |
Title
An analysis of a user's exploration and learning of a multimedia instruction system |
Periodical
Computers & Education |
Abstract
In a situated-cognition framework, this article takes an ergonomic approach to describing and interpreting a user's activity on a computer-assisted interactive learning environment. The environment was designed to improve sports instructors knowledge and understanding of some of the major issues in sports training. By focusing on the dynamics of the user-computer interaction, this exploratory study was aimed at validating the system prototype and proposing effective. user-friendly enhancements. The meaning the user grants to his;her actions and the organization of those actions are studied in reference to course-of-action theory. Observation data for a user was collected on-line and supplemented a posteriori by self-appraisal verbalization data. The results present a description and an explanation of the local and global organization of the user's course of action. They demonstrate the complexity of his exploration and learning activity, how he activates and constructs knowledge during action, and his emotional states that alternate between feelings of apprehension, enjoyment, and effort. The implications of these results for the design of computer-assisted learning environments are discussed. |
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| |
Category
Military |
Type
Journal |
Year
2005 |
Authors
Carxzhed |
Title
Massively Multi-Player (MMP) Environments for Asymmetric Warfare |
Periodical
U.S. Army Research Institute for the Behavioral and Social Sciences |
Abstract
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| |
Category
CAT User |
Type
Journal |
Year
2002 |
Authors
Tonidandel, S, Quinones, M, Adams, A |
Title
Computer Adaptive Testing: The Impact of Test Characteristics on Perceived Performance and Test Takers’ Reactions. |
Periodical
Journal of applied psychology |
Abstract
This study examined how specific features of adaptive tests are related to test takers’ reactions. Participants took a computer-adaptive test in which 2 features, difficulty of the initial item and difficulty of subsequent items, were manipulated, then responded to questionnaires assessing their reactions to the test. The data show that the relationship between a test’s objective difficulty, which was determined by the 2 manipulated test characteristics, and reactions was fully mediated by perceived performance. Additional analyses evaluated the impact of feedback on reactions to the adaptive test. In general, feedback that was consistent with perceptions of performance was positively related to reactions. The results suggest that minor changes to the design of an adaptive test may potentially enhance examinees’ reactions.
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|
| |
Category
CAT User |
Type
Journal |
Year
1999 |
Authors
Wise SL, Finney S, Enders C, Freeman S, Severance D. |
Title
Examinee Judgments of Changes in Item Difficulty: Implications for Item Review in Computerized Adaptive Testing. |
Periodical
Applied Measurement in Education |
Abstract
We examined the degree to which providing item review on a computerized adaptive test (CAT) could be used by examinees to artificially inflate their scores. Kingsbury (1996) described a strategy in which examinees could use the changes in item difficulty during a CAT to determine which items’ answers are incorrect and should be changed during item review. The results of our first 2 studies suggest that examinees are not highly proficient at discriminating item difficulty - a skill needed for a successful application of the Kingsbury strategy. In the third study, we compared the Kingsbury strategy - which examinees would use only for guessed items - to a generalized strategy used for all sequential item pairs. The Kingsbury strategy yielded a small average score gain, whereas the generalized strategy yielded an average score loss. These results suggest that only the Kingsbury strategy is likely to enable eexaminees to successfully inflate their test scores.
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|
| |
Category
CAT User |
Type
Journal |
Year
2004 |
Authors
Hontangas, P, Olea, J., Ponsoda, V., Revuelta, J., Wise, S.L. |
Title
Assisted Self-Adapted Testing: A Comparative Study. |
Periodical
European Journal of Psychological Assessment |
Abstract
A new type of self-adapted test (S-AT), called Assisted Self-Adapted Test (AS-AT), is presented. It differs from an ordinary S-AT in that prior to selecting the difficulty category, the computer advises examinees on their best difficulty category choice, based on their previous performance. Three tests (computerized adaptive test, AS-AT, and S-AT) were compared regarding both their psychometric (precision and efficiency) and psychological (anxiety) characteristics. Tests were applied in an actual assessment situation, in which test scores determined 20% of term grades. A sample of 173 high school students participated. Neither differences in posttest anxiety nor ability were obtained. Concerning precision, AS-AT was as precise as CAT, and both revealed more precision than S-AT. It was concluded that AS-AT acted as a CAT concerning precision. Some hints, but not conclusive support, of the psychological similarity between AS-AT and S-AT was also found.
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|
| |
Category
CAT User |
Type
Journal |
Year
1995 |
Authors
Plake B, Wise S, Roos L |
Title
Effects of Informed Item Selection on Test-Performance and Anxiety for Examinees Administered a Self-Adapted Test. |
Periodical
Educational and Psychological Measurement |
Abstract
In self-adapted testing (SAT), examinees select difficulty levels of items administered. This study investigated three variations of prior information provided when taking a SAT: (a) No Information: Examinees selected item difficulty levels without prior information; (b) View: Examinees inspected atypical item from each difficulty level prior to the SAT; (c) Route: Examinees answered a typical item from each difficulty level and were informed prior to the SAT of the level that best matched their performance. No significant difference in test performance or level of anxiety was found as a function of providing examines more information.
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|
| |
Category
CAT User |
Type
Journal |
Year
1997 |
Authors
Roos LL, Wise SL, Plake BS |
Title
The role of item feedback in self-adapted testing. |
Periodical
Educational and Psychological Measurement |
Abstract
Previous research has shown self-adapted testing to be a promising alternative to computerized adaptive testing. The present study looked at the importance of item feedback in self-adapted testing. Computerized adaptive tests and self-adapted tests were compared under both feedback and no-feedback conditions. The self-adapted tests yielded higher test performance and lower anxiety than the computerized adaptive tests regardless of feedback condition These findings indicate that item feedback is not necessary for the score differences between self-adapted testing and computerized adaptive testing to be realized.
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Category
CAT User |
Type
Journal |
Year
1999 |
Authors
Ponsoda V, Olea J, Rodriguez MS, Revuelta J |
Title
The effects of test difficulty manipulation in computerized adaptive testing and self-adapted testing. |
Periodical
Applied Measurement in Education |
Abstract
Easy and difficult versions of self-adapted tests (SATs) and computerized adaptive tests (CATs) were compared. No significant differences were found among the 4 tests (easy SAT, difficult SAT, easy CAT and difficult CAT) for either estimated ability or posttest state anxiety. Significant differences were found for the number of correct responses, testing time, anxiety change (pretest minus posttest anxiety difference), and standard error of ability. The difficulty manipulation was successful as easy and difficult tests differed in the number of items passed. Conditions with high percentage of items passed produced less posttest than pretest anxiety (this was so for both SATs and the easy-CATs). In the difficult-CAT condition, the number of correct responses was lower and posttest anxiety exceeded pretest anxiety. Results suggest that SAT research should continue to take into account the variable "number of items passed" as it may hide the effects on anxiety when CATs and SATs are compared. The 2 easy conditions show good psychometric and motivational characteristics. However, the easy-CAT gave a higher precision than the easy-SAT.
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Category
CAT User |
Type
Journal |
Year
1997 |
Authors
Ponsoda V, Wise SL, Olea J, Revuelta J |
Title
An investigation of self-adapted testing in a Spanish high school population. |
Periodical
Educational and Psychological Measurement |
Abstract
This study, using Spanish high school students, compared four types of a computer-based English vocabulary test: (a) a self-adapted test (SAT), (b) a computerized adaptive test (CAT), (c) a conventional test of randomly selected items, and (d) a test that combined SAT and CAT (SCAT). No statistically significant differences were found among the test types for either estimated ability or posttest anxiety Statistically significant differences were found for the number of correct responses (omega(2) = .091) and testing time (omega(2) = .023). The results suggest caution in generalizations made by researchers and practitioners regarding the effects of SAT on examinees.
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Category
CAT User |
Type
Journal |
Year
2001 |
Authors
Shermis M, Mzumara H, Bublitz S |
Title
On test and computer anxiety: Test performance under CAT and SAT conditions. |
Periodical
Journal of Educational Computing Research |
Abstract
This article examines the differences between computer adaptive (CAT) acid self-adapted testing (SAT) along with possible differences in feedback conditions and gender. Areas of comparison include measurement precision/efficiency and student test characteristics. Participants included 623 undergraduates from a large Midwestern university who took math placement tests in a 4 (condition) x 2 (feedback) x 2 (gender) design. The four conditions included: a) CAT; b) SAT-Global; c) SAT-Individual; and d) SAT-Placebo groups. Multivariate Analysis of Variance was used to analyze the data. The perceived control hypothesis was used as a framework to explain the differences between CAT and SAT. Results indicated that measurement efficiency is differentially affected by the type of test condition with the SAT-Global condition performing worse than the others. Moreover, there were significant gender effects with regard to ability, test length, and test anxiety. There was no relative advantage for the inclusion of item feedback. Implications for computerized adaptive testing and areas of future research are discussed.
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Category
Distance Learning |
Type
Journal |
Year
2005 |
Authors
Gorsky P, Caspi A |
Title
Dialogue: a theoretical framework for distance education instructional systems. |
Periodical
British Journal of Educational Technology |
Abstract
This paper presents a theoretical framework for viewing elements that comprise distance education instructional systems in terms of dialogue. It is assumed that learning is mediated by intrapersonal dialogue and facilitated by interpersonal dialogue. Every resource in a distance education instructional system (eg, instructor availability, asynchronous communication networks, self-instruction texts, etc) is analysed in terms of the dialogue mode it supports. The framework offers three advantages: (1) a unified, simple, and coherent description of the mechanisms at play in distance education systems, (2) clear-cut operational definitions, and (3) hypotheses that may be investigated empirically.
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Category
Distance Learning |
Type
Journal |
Year
2000 |
Authors
Carswell L, Thomas P, Petre M, Price B, Richards M |
Title
Distance education via the Internet: the student experience |
Periodical
British Journal of Educational Technology |
Abstract
This is the second in a series of papers that describes the use of the Internet on a distance-taught undergraduate Computer Science course (Thomas et at, 1998), This paper examines students' experience of a large-scale trial in which students were taught using electronic communication exclusively. The paper compares the constitution and experiences of a group of Internet students to those of conventional distance learning students on the same course. Learning styles, background questionnaires, and learning outcomes were used in the comparison of the two groups. The study reveals comparable learning outcomes with no discrimination in grade as the result of using different communication media, The student experience is reported, highlighting the main gains and issues of using the Internet as a communication medium in distance education. This paper also shows that using the Internet in this context can provide students with a worthwhile experience.
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Category
Military |
Type
Magazine Article |
Year
2002 |
Authors
Herz J, Macedonia M. |
Title
Computer Games and the Military: Two Views |
Periodical
Center for Technology and National Security Policy |
Abstract
Simulations are a critical aspect of U.S. military training. Commercial computer games are a growing part of our entertainment industry. The two fields have much in common, and the military can learn from the successful experience of the commercial sector. J.C. Herz provides an industry look at gaming technology and culture and suggests ways in which commercial experience can be applied to the military. Michael Macedonia responds to Herz’s analysis and provides a military gamer’s perspective on computer games and the military.
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Category
Military |
Type
Magazine Article |
Year
2002 |
Authors
Wisher R, Sabol M, Moses F |
Title
Distance Learning: The Soldier's Perspective |
Periodical
U.S. Army Research Institute for the Behavioral and Social Sciences |
Abstract
This report focuses on distance learning (DL) applications within the U.S. Army. It provides a brief history of these efforts along with a discussion of a variety of topics such as why DL is important to the Army, its cost-effectiveness, and current and future plans for further integrating DL technologies into Army training functions. A primary focus throughout the report, however, is the attitudes of soldiers towards this method of training delivery.
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Category
Military |
Type
Magazine Article |
Year
2000 |
Authors
Adams T |
Title
The Real Military RevolutionThe Real Military Revolution |
Periodical
Parameters |
Abstract
Digitization of the battlefield is producing a revolution in military affairs, but not the one the architects of the military future have in mind. It is occurring because the American military, more than any other, has seized on the digital information revolution and is adapting it for combat as rapidly as possible. Using a carefully networked array of sensors, shooters, and automated information systems, the US armed forces expect to dominate 21st-century battlefields. Farther down the road, beyond 2010, the Army expects to marry these "knowledge-rich attributes" to new speed and agility, and to the increased range and lethality of new weapons.[2] These innovations are to become not merely part of, but the basis for, day-to-day military operations
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Category
Military |
Type
Report |
Year
1997 |
Authors
Braddock J, Shoffner, WD et. al. |
Title
Distance Learning |
Periodical
Army Science Board - Summer Study |
Abstract
A study reviewing the existing Army Distance Learning Plan (ADLP) and current distance learning practices, with a focus on the Army's training and educational challenges and the benefits of applying Distance Learning techniques. The ASP study panel makes six specific recommendations, the most important of which is Accelerating CourseWare (CW) development. The panel also recommends placing heavier reliance on DL-Collaborative which should pay huge dividends. A crucial improvement to the total program is establishing an Army DL Futures Lab. The study concluded accelerated DL CW applications will provide quicker ROU through reduced TDY and per-diem costs and reductions in overall DL implementation costs. |
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