Evaluating the effects of feedback type in a computer-managed learning program

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dc.contributor.authorHunter, Lisa
dc.contributor.examiningcommitteeYu, CT (Psychology)en_US
dc.contributor.examiningcommitteeRamon, Duong (Psychology)en_US
dc.contributor.examiningcommitteeDocker, Margaret (Biological Sciences)en_US
dc.contributor.examiningcommitteeSturmey, Peter (Queen College)en_US
dc.contributor.supervisorPear, Joseph (Psychology)en_US
dc.date.accessioned2021-04-16T17:12:14Z
dc.date.available2021-04-16T17:12:14Z
dc.date.copyright2021-04-16
dc.date.issued2021-02-25en_US
dc.date.submitted2021-04-16T16:59:12Zen_US
dc.degree.disciplinePsychologyen_US
dc.degree.levelDoctor of Philosophy (Ph.D.)en_US
dc.description.abstractComputer-Aided Personalized System of Instruction (CAPSI) is an online instructional system that can be used for teaching and training individuals in a variety of skills and behaviours. It has been found to be beneficial for teaching both declarative and procedural knowledge. Given the usefulness of CAPSI the following question arises: how can CAPSI be made more effective? The present research evaluated whether different types of feedback differentially affect declarative and procedural learning while training a behavioural assessment procedure called a functional analysis (FA). Each of eight university students were presented with each type of feedback, alternated within each FA-training condition, in a multi-element reversal treatments design. The study evaluated and compared textual feedback of two interventions. Intervention A was Elaborative Knowledge of Results (i.e., an explanation of why the answer was correct) and Intervention B was Simple Knowledge of Results (i.e., “correct”). Results demonstrated benefits of both types of intervention. Declarative knowledge written test results demonstrated that Elaborative Knowledge of Results yielded slightly higher test scores when presented as the first intervention, but not when presented as the second intervention. Procedural knowledge demonstrated no large differences in procedural accuracy of implementing an FA; however, Simple Knowledge of Results feedback procedural accuracy results were slightly higher for the Alone, Control and Demand condition. The small sample size precluded the use of inferential statistics; however, visual analysis revealed individual differences that would likely not be found using statistics.en_US
dc.description.noteMay 2021en_US
dc.identifier.citationHunter, L (2021) Evaluating the Effects of Feedback Type in a Computer-Managed Learning Program [Unpublished doctoral dissertation]. University of Manitobaen_US
dc.identifier.urihttp://hdl.handle.net/1993/35443
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectCAPSIen_US
dc.subjectonline learningen_US
dc.subjectcomputer-managed learningen_US
dc.subjectcomputer-aided learningen_US
dc.subjectfeedbacken_US
dc.subjectprocedural and declarative knowledgeen_US
dc.subjectfunctional analysis trainingen_US
dc.subjecte-learningen_US
dc.titleEvaluating the effects of feedback type in a computer-managed learning programen_US
dc.typedoctoral thesisen_US
local.subject.manitobayesen_US
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