Abstract
A study was performed to determine the relative effectiveness of different formats of computer assisted instruction (CAI) in teaching a psychomotor performance task. A control group combining male and female subjects received instruction based on the study of written materials and unstructured practice sessions on a heavy transmission gear-shifting task. No significant differences were found between male and female performance patterns and learning abilities under control conditions. Two experimental groups, both restricted to males, were trained under similar practice conditions with the addition of computer monitoring of performance and feedback of supplemental information to the students. One group received terminal feedback of numerical performance quality scores following each trial. The other group received continuous feedback of an analytic display (a display of nominal road speed against elapsed time in the form of an X-Y plot) concurrent with each trial. Both experimental groups were tested for retention of skills after transitioning to a non-feedback performance environment. Both forms of computer assisted instruction proved to be significantly superior to the control teaching procedure.
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