The role of video modelling in combination with CAPSI in procedural and didactic knowledge acquisition
| dc.contributor.author | Kehler, Kara-Lynn | |
| dc.contributor.examiningcommittee | Yu, C.T. (Psychology) | en_US |
| dc.contributor.examiningcommittee | Martin, Toby (Psychology) | en_US |
| dc.contributor.examiningcommittee | Montgomery, Janine (Psychology) | en_US |
| dc.contributor.examiningcommittee | Shooshtari, Shahin (Community Health Sciences) | en_US |
| dc.contributor.examiningcommittee | Williams, Larry (University of Reno) | en_US |
| dc.contributor.supervisor | Pear, Joseph (Psychology) | en_US |
| dc.date.accessioned | 2019-09-04T13:40:19Z | |
| dc.date.available | 2019-09-04T13:40:19Z | |
| dc.date.issued | 2019 | en_US |
| dc.date.submitted | 2019-08-05T02:13:56Z | en |
| dc.date.submitted | 2019-09-04T01:48:37Z | en |
| dc.degree.discipline | Psychology | en_US |
| dc.degree.level | Doctor of Philosophy (Ph.D.) | en_US |
| dc.description.abstract | With the increase in e-learning systems being used for varying populations and source materials (Wang, 2014), research is beginning to emerge on maximizing the effectiveness of such systems. Video modelling has been shown to be effective in teaching behavioural interventions to individuals with developmental disabilities and autism spectrum disorder (Hong et al., 2016); however, little research is available on teaching behavioural interventions with video modelling in combination with e-learning systems such as the computer-aided personalized system of instruction (CAPSI) (Pear & Kinsner, 1988). There are two viewing formats of video modelling – point-of-view (POV) and third-person perspective (TPP). The purpose of this study was to first determine which of these two formats is more effective in teaching a behavioural intervention both didactically and procedurally, and second, to use that viewing format to compare the effectiveness of (a) CAPSI in combination with a self-instructional manual (SIM) and the more effective viewing format of video modelling with (b) the same video modelling demonstration and SIM in the absence of CAPSI in teaching a behavioural intervention, again, both didactically and procedurally. To accomplish this, two experiments were carried out. The first experiment using university students enrolled in an introductory psychology course and utilizing a modified reversal design with embedded alternating treatments, compared the relative effectiveness of POV versus TPP in teaching discrete trials teaching (DTT) methodology both didactically and procedurally. Results showed that the effectiveness of POV and TPP were similar but somewhat task dependent. Therefore, a video model demonstrating a DTT session was created combining both POV and TPP components. The second experiment, also recruiting university students enrolled in an introductory psychology course but through a group design, compared the effectiveness of CAPSI, the SIM, and the video model versus the video model and SIM alone. Using a p-value of .05 to test for statistical significance, results from Experiment 2 showed no statistically significant difference between groups, suggesting that CAPSI and a video model does not add anything in terms of effectiveness when compared to a self-instructional manual plus a video model when teaching DTT both didactically and procedurally. | en_US |
| dc.description.note | October 2019 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/34143 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | CAPSI | en_US |
| dc.subject | Video modelling | en_US |
| dc.subject | Point of view | en_US |
| dc.subject | Third person perspective | en_US |
| dc.title | The role of video modelling in combination with CAPSI in procedural and didactic knowledge acquisition | en_US |
| dc.type | doctoral thesis | en_US |