Journal articles: 'Police training Computer-assisted instruction'

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Gee, Michael A., Michael A. Oszko, Sara J. White, and Bruce E. Scott. "Evaluation of Computer-Assisted Instruction Versus Traditional New-Employee Training." American Journal of Health-System Pharmacy 45, no. 10 (October 1, 1988): 2107–12. http://dx.doi.org/10.1093/ajhp/45.10.2107.

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Hikmet, Pamuk Tanpinar. "The Implication of Using Information Communication Technology to Present, Comment on and Discuss Student Work on the Outcome of Students Performance: Evidence from Turkey." Journal of Education 5, no. 4 (October 10, 2022): 1–15. http://dx.doi.org/10.53819/81018102t4082.

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Turkish Higher Learning institutions have embraced ICT skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. The purpose of the study was to establish the Outcomes of Technology Integration in Instruction by Higher Learning Institutions in Asia with a focus on Turkey. The paper was a literature based in which comprehensive review of existing literature on technology integration in Education was interrogated to come up with study themes. The empirical literature was reviewed to identify main themes and conclusion drawn based on the reviewed literatures. The study found that factors that influenced integration of ICT in the primary teacher training colleges in Turkey included: adequacy of internet connectivity, adequacy of computer hardware, adequacy of computer software, maintenance of ICT infrastructure, training of personnel in ICT, teacher workload, teacher gender, teacher age, presence of ICT policy and adequacy of fund. Additionally, lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness. This paper concludes that integrating technology in instruction will serve as a strategy for leveraging education in Turkey if first-order barriers such as insufficient ICT infrastructure, limited ICT competency among teachers and tutors and lack of comprehensive ICT training are addressed effectively. The study recommends that, the managements of higher learning institutions in the country should provide teachers with regular trainings and seminars on how to adopt ICT in the teaching and learning process. Key words: Technology integration, higher learning institutions, ICT, Turkey

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Rubin, Stuart H. "Computer-assisted instruction in engineering education and training." Computers & Industrial Engineering 30, no. 4 (September 1996): 765–79. http://dx.doi.org/10.1016/0360-8352(96)00030-7.

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Babb, Emerson M. "Computer-Assisted Instruction for Financial Management." Journal of Agricultural and Applied Economics 19, no. 1 (July 1987): 119–22. http://dx.doi.org/10.1017/s0081305200017441.

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AbstractThis paper describes computer-assisted instruction for financial management which can be used to supplement an undergraduate course or to update training of persons in agribusiness. It is used to review principles of financial management, to illustrate analytical techniques, and to provide practice in the use of financial concepts and techniques. The material covered is similar to that found in traditional textbooks. Student evaluations of the software were fairly positive, but teaching effectiveness needs to be measured.

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Fells, R. E., and J. R. Weaver. "Computer-Assisted Instruction in Industrial Relations Teaching." Journal of Industrial Relations 30, no. 2 (June 1988): 215–29. http://dx.doi.org/10.1177/002218568803000202.

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The teaching of industrial relations in Australia is a fairly recent phenomenon, principally developing over the last twenty years. Consequently it is only recently that the 'academic infrastructure'—viable industrial relations departments, a range of literature, a choice of texts and journals—has developed to enable the subject to become an identifiable area of teaching. As a result it is not surprising that the use of computers in teaching industrial relations is not well developed when compared with other disciplines, such as economics, management and accounting where games, simulations and question testing banks are available. However, the use of computer-assisted instruction (CAI) is not confined to academic institutions: it has the potential to be a low-cost delivery system for training within other organizations. Employers, employer organizations and unions all engage in training and, therefore, all have a potential use for CAI. A number of government agencies are examining the use of computer- assisted instruction in training staff in, for example, occupational health and safety, and it has potential as a tool in professional development programmes. With the development of microcomputers the costs of using CAI are declining.

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Ohta, Shoichi, Tetsuo Yukioka, Yasusuke Miyagatani, Yasushi Kousaka, Kazumi Abe, Hiroharu Matsuda, and Shuji Shimazaki. "Effectiveness of computer-assisted instruction for cardiopulmonary resuscitation training." Nihon Kyukyu Igakukai Zasshi 6, no. 2 (1995): 132–38. http://dx.doi.org/10.3893/jjaam.6.132.

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Liang, Yuan. "Analysis of the Application of Multimedia Computer Assisted Instruction." Applied Mechanics and Materials 687-691 (November 2014): 2455–57. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2455.

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In the field of sports, attaching importance to the work has been more and more widely in physical education teachers and coaches’ computer technology achieved in various industries. This paper tries to expound from the structure and characteristics of computer aided system and swimming teaching and training the special nature of the party. The feasibility of the computer aided system technology used in swimming teaching and training of computer aided system applying in the swimming teaching and training are discussed and analyzed.

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Rolnick, Sharon, Carlton Hogan, Richard Pogue, and Lynn Besch. "The use of computer-assisted instruction (CAI) for protocol training." Controlled Clinical Trials 13, no. 5 (October 1992): 402. http://dx.doi.org/10.1016/0197-2456(92)90102-6.

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Ullah, Midrar, and Kanwal Ameen. "Barriers When Advocating or Providing Information Literacy Instruction in Medical Institutions of Pakistan." Pakistan Journal of Information Management and Libraries 17 (December 1, 2016): 146–54. http://dx.doi.org/10.47657/201617902.

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This study aims to identify the factors which hinder the implementation of IL instructions programmes or prevent their systematic development in Pakistani medical institutions. This study adopted a two-phase, sequential mixed method research design. In first phase, head librarians of all (114) academic medical institutions in Pakistan were surveyed. Response rate was 61.5 %. In second phase, 20 purposively selected head librarians were interviewed. There was a consensus between the head librarians employed at public and private sector medical institutions that out of 12 barriers identified in this study, "lack of training opportunities for IL instruction for librarians" and "lack of policy regarding IL instruction in the medical institutions" were the two most significant barriers to IL instruction programmes in medical institutions. These findings suggest future direction for pre- and in-service education of librarians to prepare themselves to provide IL instruction. A clearly stipulated IL policy may be formulated and implemented in all medical institutions. The findings of this study are expected to enable medical librarians to be more aware of the barriers while planning and providing IL instruction in medical institutions.

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Singer, George, Jo-Ann Sowers, and Larry K. Irvin. "Computer-Assisted Video Instruction for Training Paraprofessionals in Rural Special Education." Journal of Special Education Technology 8, no. 1 (June 1986): 27–34. http://dx.doi.org/10.1177/016264348600800104.

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Computer assisted video instruction (CAVI) was tested as a way to improve the teaching skills of a paraprofessional who was responsible for the instruction of a deaf-blind student in a rural school. A multiple baseline design was used to examine the impact of CAVI on four teaching behaviors. Direct observation revealed that CAVI was effective in modifying three of the four target behaviors. The potential of CAVI in staff improvement efforts is discussed.

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Emhardt, John D., David R. Kassing, George J. Sheplock, Galina N. Klimek, Ruth M. Bennie, Morton C. Green, and Andrew F. Stasic. "COMPUTER ASSISTED INSTRUCTION COMPARED WITH IDENTICAL TEXT-BASED INSTRUCTION FOR MEDICAL STUDENT ANESTHESIOLOGY TRAINING." Anesthesiology 89, Supplement (September 1998): 59A. http://dx.doi.org/10.1097/00000542-199809020-00005.

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Kiraly, Zsuzsanna. "Solfeggio 1: A Vertical Ear Training Instruction Assisted by the Computer." International Journal of Music Education os-40, no. 1 (May 2003): 41–58. http://dx.doi.org/10.1177/025576140304000105.

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The aim of this paper is to describe the process of solfège learning when assisted by computers. The research was conducted in the Länsi-Uusimaa Music Institute in Finland. The study focused on pupils’ attitudes, opinions, motivation, and learning-outcomes using computer-based music learning. We also examined how Solfeggio 1, the new electronic ear-training material, works. Jukka Louhivuori (1990) has examined the didactical questions of computer-assisted music education. He emphasized that learning music with a computer does not mean the replacement of “real” music. The notions of learning and teaching can change in quality, mainly in the area of “learning-by-doing” and “discovery learning” in the computer-assisted music classroom. It was found that computer-assisted music learning is more agreeable and effective than traditional music learning. Although results showed that we need a well-functioning, modern environment and a well-educated “researcher-teacher,” well-motivated pupils are the most important aspects.

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Hall, Cathy W. "Computer-Assisted Instruction in Reducing Errors in Scoring of the WISC—III." Psychological Reports 85, no. 3 (December 1999): 825–33. http://dx.doi.org/10.2466/pr0.1999.85.3.825.

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The current study assessed the effectiveness of interactive computer-assisted instruction software in reducing subsequent errors in scoring the WISC–III. Errors in scoring from 84 protocols of graduate students presented with this software simulation as part of their initial training were compared with errors in scoring from 77 protocols of graduate students without such training. These were different sets of students matched for amount of training and differing in having the training component. Protocols from the former group contained significantly fewer errors of correct assignment of points, failure to question when specified to do so, and over-all total number of errors. Mechanical errors, conversion errors, and errors establishing correct starting and stopping points (basal and ceiling points) were not significant. The results support the effectiveness of computer-assisted instruction when used in conjunction with classroom training.

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Bliss, Heather, Jennifer Abel, and Bryan Gick. "Computer-assisted visual articulation feedback in L2 pronunciation instruction." Journal of Second Language Pronunciation 4, no. 1 (May 31, 2018): 129–53. http://dx.doi.org/10.1075/jslp.00006.bli.

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Abstract Language learning is a multimodal endeavor; to improve their pronunciation in a new language, learners access not only auditory information about speech sounds and patterns, but also visual information about articulatory movements and processes. With the development of new technologies in computer-assisted pronunciation training (CAPT) comes new possibilities for delivering feedback in both auditory and visual modalities. The present paper surveys the literature on computer-assisted visual articulation feedback, including direct feedback that provides visual models of articulation and indirect feedback that uses visualized acoustic information as a means to inform articulation instruction. Our focus is explicitly on segmental features rather than suprasegmental ones, with visual feedback conceived of as providing visualizations of articulatory configurations, movements, and processes. In addition to discussing types of visual articulation feedback, we also consider the criteria for effective delivery of feedback, and methods of evaluation.

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Paje, Yesha M., Danilo V. Rogayan, and Marshall James P. Dantic. "Teachers’ Utilization of Computer-Based Technology in Science Instruction." International Journal of Technology in Education and Science 5, no. 3 (July 17, 2021): 427–46. http://dx.doi.org/10.46328/ijtes.261.

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With the onset of Education 4.0 and the VUCAD2 world, the use of technology in instruction has been fully maximized. This study aimed to determine the teachers’ utilization of computer-based technology in science instruction. The study used descriptive survey research using the Computer-Based Technology Inventory Survey Questionnaire (CBTI-SQ). A total of 41 science teachers in two state-owned secondary schools in Zambales, Philippines served as respondents in the study. Based on the findings, the computer-based technology (CBT) in science instruction is a trend in the 21st-century learning. Teachers utilized CBT in instruction to improve their teaching that significantly uplifts students’ learning interests and concept understanding. However, teachers encounter difficulties due to low ICT literacy, unstable internet connection, power interruption, and sometimes they find it too expensive to use the CBT. The study recommends ICT training-workshop and encourages teachers to utilize appropriate CBT instruction based on the context of the students. The findings have important implications to policy development and curriculum enhancement.

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Von Leirer, O., Daniel G. Morrow, Grace M. Pariante, and Javaid I. Sheikh. "Elders' Nonadherence, Its Assessment, and Computer Assisted Instruction for Medication Recall Training." Journal of the American Geriatrics Society 36, no. 10 (October 1988): 877–84. http://dx.doi.org/10.1111/j.1532-5415.1988.tb05779.x.

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Glang, Ann, Russell Gersten, and George Singer. "Computer-Assisted Video Instruction in Training Paraprofessionals to Teach Brain-Damaged Clients." Journal of Special Education Technology 10, no. 3 (March 1990): 137–46. http://dx.doi.org/10.1177/016264349001000302.

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HAAG, M., L. MAYLEIN, F. LEVEN, B. TONSHOFF, and R. HAUX. "Web-based training: a new paradigm in computer-assisted instruction in medicine." International Journal of Medical Informatics 53, no. 1 (January 1999): 79–90. http://dx.doi.org/10.1016/s1386-5056(98)00118-x.

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Luo, Beate. "Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction." Computer Assisted Language Learning 29, no. 3 (October 2, 2014): 451–76. http://dx.doi.org/10.1080/09588221.2014.963123.

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Barker, Theodore Allen, and Joseph K. Torgesen. "An Evaluation of Computer-Assisted Instruction in Phonological Awareness with below Average Readers." Journal of Educational Computing Research 13, no. 1 (July 1995): 89–103. http://dx.doi.org/10.2190/th3m-btp7-jej5-jfnj.

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The use of computer-assisted instruction (CAI) to train phonological awareness skills in at-risk first graders was evaluated. Fifty-four children ranging in age from six years two months to seven years eight months participated in an eight-week training study. There were three experimental conditions. The first group received approximately twenty-five minutes a day, four days a week with two phonological awareness training programs. The second group received the same amount of training with a program designed to train alphabetic decoding skills. The third group served as an attentional control group and spent equal time on the computer with several programs designed to provide practice on basic math skills. The children exposed to the phonological awareness training programs made significantly greater improvements on several measures of phonological awareness and on a measure of word recognition, when compared to children in the other two groups. Tentative conclusions were drawn about the use of CAI as means of training phonological awareness skills with at-risk students.

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Söderström, Tor, Jan Åström, Greg Anderson, and Ron Bowles. "A framework for the design of computer-assisted simulation training for complex police situations." Campus-Wide Information Systems 31, no. 4 (July 29, 2014): 242–53. http://dx.doi.org/10.1108/cwis-10-2013-0060.

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Purpose – The purpose of this paper is to report progress concerning the design of a computer-assisted simulation training (CAST) platform for developing decision-making skills in police students. The overarching aim is to outline a theoretical framework for the design of CAST to facilitate police students’ development of search techniques in complex interactions within the built environment, learning to apply and perform the five “quick peek” techniques for information gathering, and subsequent risk evaluation. Design/methodology/approach – The paper draws on Luckin's ecology of resources model of learner context informed with perspectives on reflective thinking from John Dewey and Donald Schön. The paper discusses design issues within the ecology of resources model applied on CAST for complex police situations. Findings – It is suggested that Luckin's framework with its focus on the interaction between different elements and filters in the learner's context together with Schön's perspective on reflection challenge educational designers to look beyond the immediate development of specific tools (such as the CAST in this project) and examine how these tools will be effectively embedded in the overall learning experience. Originality/value – This paper has presented two theoretical perspectives, Luckin's ecology of resources model and Schön's perspective on reflective practice as foundations for the educational design of CAST. Applying Luckin's framework as informed by Schön helps focus attention on issues that are important in the design process in order to facilitate educational transfer.

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Syahmaidi, Eril, Hendra Hidayat, Suryo Hartanto, and Ade Fitri Rahmadani. "Designing E-Training Computer Assisted Instruction Used to Pedagogic Competency in Vocational Education." Journal of Physics: Conference Series 1779, no. 1 (February 1, 2021): 012038. http://dx.doi.org/10.1088/1742-6596/1779/1/012038.

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Torgesen, Joseph K., and Theodore A. Barker. "Computers as Aids in the Prevention and Remediation of Reading Disabilities." Learning Disability Quarterly 18, no. 2 (May 1995): 76–87. http://dx.doi.org/10.2307/1511196.

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This article provides examples of ways that computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer-assisted instruction and practice in reading is fit within an instructional model for LD children that recognizes their special needs for assistance in acquiring accurate and fluent word identification skills. The theory that reading disabilities are phonologically based is discussed as a context for focusing instruction on alphabetic reading skills. Computer programs that provide training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence about their instructional effectiveness is presented.

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Ayhan, Aynur Bütün, and Neriman Aral. "Computer-Assisted Instruction in Concept Development of Six-Year-Old Children." Psychological Reports 104, no. 3 (June 2009): 853–60. http://dx.doi.org/10.2466/pr0.104.3.853-860.

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Effects of a 15-wk. computer-assisted course or regular instruction on concept development by 6-yr.-old kindergarten children in Ankara ( M age of sample = 66.0 mo., SD = 4.6; M age of girls = 65.0 mo., SD = 4.4; M age of boys = 66.0 mo., SD = 4.5). Children were assigned to two groups of 40 (Experimental group: 18 girls and 22 boys; M girls' age = 65.3 mo., SD = 3.7, M boys' age = 67.1 mo., SD = 4.1; Control group: 21 girls, 19 boys, M girls' age = 64.9 mo., SD = 5.01, M boys' age = 66.7 mo., SD = 5.1). All were given the Bracken Basic Concept Scale–Revised and a general information form. Mean posttest scores in concept development for the group given computer-assisted training were statistically significantly higher.

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Nix, John-Michael L. "Cluster and Time-Series Analyses of Computer-Assisted Pronunciation Training Users." International Journal of Computer-Assisted Language Learning and Teaching 4, no. 1 (January 2014): 1–20. http://dx.doi.org/10.4018/ijcallt.2014010101.

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The present study utilized hierarchical agglomerative cluster (HAC) analysis to categorize users of a popular, web-based computer-assisted pronunciation training (CAPT) program into user types using activity log data. Results indicate an optimal grouping of four types: Reluctant, Point-focused, Optimal, and Engaged. Clustering was determined by aggregate data on seven indicator variables of mixed types (e.g., ratio, continuous, and categorical). It was found that measurements of effort: lines recorded and episodic effort served best to distinguish the user types. Subsequent time-series analysis of cluster members showed that groupings exhibited distinct trends in learning behavior which explain performance outcomes. Four waves of data were collected during one semester of EFL instruction wherein CAPT usage partially fulfilled course requirements. This study follows an exploratory, data-driven approach. In addition to the findings above, suggestions for future research into interactions between individual differences variables and CALL platforms are made.

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Lin, Che-Hung, Yu-Ren Yen, and Pai-Lu Wu. "Utilizing Simulation-Based Training of Video Clip Instruction for the Store Service Operations Practice Course." International Journal of Distance Education Technologies 13, no. 4 (October 2015): 98–107. http://dx.doi.org/10.4018/ijdet.2015100106.

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The aim of this study was to develop a store service operations practice course based on simulation-based training of video clip instruction. The action research of problem-solving strategies employed for teaching are by simulated store operations. The counter operations course unit used as an example, this study developed 4 weeks of subunits for the course, which includes digital learning-assisted instruction through a video clip of simulation-based training to enhance students' understanding of counter operations practice. Finally, solutions for the problems encountered during the 4 weeks of teaching are proposed, and suggestions based on reflection about teaching methods are provided.

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Wigham, Ciara R., and Müge Satar. "Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study." ReCALL 33, no. 3 (April 26, 2021): 195–213. http://dx.doi.org/10.1017/s0958344021000070.

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AbstractOnline language teaching is gaining momentum worldwide and an expanding body of research analyses online pedagogical interactions. However, few studies have explored experienced online teachers’ practices in videoconferencing particularly while giving instructions, which are key to success in task-based language teaching (Markee, 2015). Adopting multimodal (inter)action analysis (Norris, 2004, 2019) to investigate the multimodal construction of instructions in a single case study, we examine instruction-giving as a social practice demonstrated in a specific site of engagement (a synchronous online lesson recorded for research purposes). Drawing on the higher-level actions (instruction-giving fragments) we have identified elsewhere (Satar & Wigham, 2020), in this paper we analyse the lower-level actions (modes) that comprise these higher-level actions, specifically focusing on the print mode (task resource sheets, URLs, text chat, and online collaborative writing spaces) wherein certain higher-level actions become frozen. Our findings are unique in depicting the modal complexity of sharing task resources in synchronous online teaching due to semiotic misalignment and semiotic lag that precludes the establishment of a completely shared interactional space. We observe gaze shifts as the sole indicator for learners that the teacher is multitasking between different higher-level actions. Further research is needed to fully understand the interactional features of online language teaching via videoconferencing to inform teacher training policy and practice.

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Portia L., Nkambule, Nsibande Njabuliso H., and Bhebhe Sithulisiwe. "Integrating instructional technologies in teaching: The case of Malkerns primary schools, Eswatini." International Journal of Scientific Research and Management 10, no. 05 (May 11, 2022): 2347–56. http://dx.doi.org/10.18535/ijsrm/v10i5.el05.

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Abstract: The purpose of the study was to establish how educators integrate instructional technologies during teaching in Malkerns primary schools, located in the Manzini region of the Kingdom of Eswatini. The main focus of this study was on the training and support that educators receive towards the integration of instructional technologies in teaching as well as strategies to be put in place in order to curb the challenges faced. The study employed a qualitative approach and a descriptive research design in which face-to-face interviews and focus group discussion were used to collect data. Purposive sampling was used to select the five head teachers, ten educators as change leaders and two computer educators from five selected schools in the Malkerns cluster. The data was analysed using thematic analysis. The main conclusions of the study were that the availability of instructional technologies in schools does not mean that they are integrated during the teaching process. The study also concluded that educators have inadequate technological training and inadequate support which hinder effective instructional technologies integration in teaching. It is recommended that appropriate training programmes for educators, establishment of fully-fledged computer laboratories and an Information and Communication Technology (ICT) policy to support instructional technologies should be put in place to ensure successful integration of instructional technologies in teaching.

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Reza Fadae, Mohammad, Esfandiar Eslami, and Mahmood Farhadian. "Heuristic Strategies Training with the Use of Cooperative Computer-Assisted Instruction in Mathematical Problem Solving." Information Technology Journal 7, no. 2 (February 1, 2008): 326–31. http://dx.doi.org/10.3923/itj.2008.326.331.

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Hartley, Roger, and Glen Varley. "Design and Evaluation of Simulations for the Development of Complex Decision-Making Skills." Industry and Higher Education 16, no. 4 (August 2002): 239–48. http://dx.doi.org/10.5367/000000002101296351.

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The management of large-scale incidents, such as demonstrations that can affect public order, requires complex decision making. In association with the London Metropolitan Police a computer-based simulation (CACTUS) was designed for improving the strategic and tactical management of public order events by senior police officers. It incorporates a digitized map with active (iconized) police, crowd and hostile agents able to navigate the map and interact autonomously in ways that simulate aggression and disorder if the police resources and their instructions are not managed with some skill. Adaptive training scenarios were designed in CACTUS by the trainer/facilitators covering planning, event management and debriefing. An evaluation study collected audio and video records of the training sessions and these data gave useful insights into the decision-making processes and how the CACTUS simulation, through its design features, became a dynamic mediational tool in developing such skills.

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Semerikov, Serhiy, Nataliia Kiianovska, and Natalya Rashevska. "The early history of computer-assisted mathematics instruction for engineering students in the United States: 1965-1989." Educational Technology Quarterly 2021, no. 3 (August 17, 2021): 2. http://dx.doi.org/10.55056/etq.18.

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The article discusses ICT development issues in teaching mathematics to engineering students in the United States. The nature of trends in the convergence of information systems in higher technical education and other tendencies in the United States are described in the article. The primary historical stages of computer-assisted mathematics training for engineering students in the United States are defined. The study of historical sources has allowed six stages to be recognized. The use of ICT for teaching mathematics is examined at each stage. It demonstrates the inconsistencies and key elements of using ICT to teach mathematics to engineering students. This article covers the first three stages (1965-1989) of computer-assisted mathematics training for engineering students in the United States.

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Zhu, Lijin. "Computer Vision-Driven Evaluation System for Assisted Decision-Making in Sports Training." Wireless Communications and Mobile Computing 2021 (August 26, 2021): 1–7. http://dx.doi.org/10.1155/2021/1865538.

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Computer vision has become a fast-developing technology in the field of artificial intelligence, and its application fields are also expanding, thanks to the rapid development of deep learning. It will be of great practical value if it is combined with sports. When a traditional exercise assistance system is introduced into sports training, the athlete’s training information can be obtained by monitoring the exercise process through sensors and other equipment, which can assist the athlete in retrospectively analyzing the technical actions. However, the traditional system must be equipped with multiple sensor devices, and the exercise information provided must be accurate. This paper proposes a motion assistance evaluation system based on deep learning algorithms for human posture recognition. The system is divided into three sections: a standard motion database, auxiliary instruction, and overall evaluation. The standard motion database can be customized by the system user, and the auxiliary teaching system can be integrated. The user’s actions are compared to the standard actions and intuitively displayed to the trainers as data. The system’s overall evaluation component can recognize and display video files, giving trainers an intelligent training platform. Simulator tests are also available. It also demonstrates the efficacy of the algorithm used in this paper.

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Nicol, M. M., and A. Anderson. "Computer-Assisted versus Teacher-Directed Teaching of Community Living Skills in People with a Mild Learning Disability." British Journal of Occupational Therapy 60, no. 11 (November 1997): 498–502. http://dx.doi.org/10.1177/030802269706001111.

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An experiment was carried out in which adults with a learning disability of the mild type undertook either computer-assisted or teacher-implemented instruction in community living skills, with a third group acting as a control group. All groups were pre-tested on a standardised psychometric measure of community living skills (the HANC 2 subscale of the Hampshire Assessment for Living with Others test), after which the experimental groups received one half-day per week training in such skills as money handling and budgeting for 3 months, when all groups were reassessed. It was found that both the teacher-led and computer-assisted instruction groups appeared to gain more than the control group, but only the teacher-led group differed significantly from the control group. The computer-assisted group improved in their scores by an intermediate amount, with their gains being non-significantly different from either the control or the teacher-led groups. The strengths and weaknesses of the software used in the study are discussed.

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Williams, Flossie. ""Computer Assisted Instruction in Learning Science Concepts at Eighth Standard Level - An Experiment "." Artha - Journal of Social Sciences 8, no. 1 (January 1, 2009): 18. http://dx.doi.org/10.12724/ajss.14.3.

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Traditional method of teaching, wherever it is practiced, has become non professional in the field of Educational Technology. It is a universal problem but its incidence is more in underdeveloped countries like India .That's why , NPE 1986 and Revised Educational policies emphasized on the application of technology in the field of Education. Therefore ,the State government came forward to create an awareness of C.A.I. & C.A.L. among class room teachers through software companies like INTEL WIPRO etc., by organizing training program viz., 'Teach To The Future'. However, the present study deals with the influence of ComputerAssisted Instruction in Learning Biological science concepts like Bacteria , Fungi , Algae, Virus , Protozoans (Micro organism) on eighth standard students. The present study resulted in the highest performance by the Experimental group in their post test compared to Controlled group. The Experimental group showed remarkable improvement in the number of first classes. The slow learners proved their success by achieving 100% result. These students remained active through out the sessions in the Experimental group as compared with controlled group. The 't' test was found to be significant. Performance of boys and girls in the post test showed negative correlation,which was perfect.

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McKissick, Bethany R., Luann Ley Davis, Fred Spooner, Larry B. Fisher, and Carlie Graves. "Using Computer-Assisted Instruction to Teach Science Vocabulary to Students With Autism Spectrum Disorder and Intellectual Disability." Rural Special Education Quarterly 37, no. 4 (July 17, 2018): 207–18. http://dx.doi.org/10.1177/8756870518784270.

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Rural special educators face unique challenges in providing high quality special education services, especially when teaching grade-aligned science content. Computer-assisted instruction (CAI) is one strategy that has the potential to address two major challenges (i.e., a lack of preservice training and limited professional development opportunities) in providing grade-aligned content instruction with fidelity. This study investigated the use of a CAI intervention package to teach three middle school students with autism spectrum disorder and intellectual disability the structure and function of five key elements of an amoeba. Results showed a functional relation between the number of correct responses made during probe sessions and introduction of the CAI intervention. Implications for practice and suggestions for future research are also discussed.

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Poe, Stephen E. "SELF-LEARNING: CD-ROM INSTRUCTION AND AUTHORING." HortScience 31, no. 3 (June 1996): 325e—325. http://dx.doi.org/10.21273/hortsci.31.3.325e.

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A fundamental concern of agricultural education is innovation within the teaching process. In dealing with high technology, increasing subject complexity, and rising costs, educators (including plant managers and training personnel) must look to alternative methods of training and teaching. Educational multimedia software can effectively present a new dimension to traditional computer-assisted instruction (CAI) by adding sound, animation, high-resolution graphics, and live-action video. Multimedia software is not difficult to program; however, the ease of programming depends on the authoring language or languages that are used. A traditional language such as C++ can take extended periods of time to program, possibly hours per minute of program. A program developed specifically for multimedia development can facilitate the interactions between sound, videos, and animation more readily, and reduce the programming time required significantly. The use and development of multimedia software using Toolbook (Asymetrix Corp.) will be presented with copies of the developed software available.

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Viljoen, Charle André, Rob Scott Millar, Mark E. Engel, Mary Shelton, and Vanessa Burch. "Is computer-assisted instruction more effective than other educational methods in achieving ECG competence among medical students and residents? Protocol for a systematic review and meta-analysis." BMJ Open 7, no. 12 (December 2017): e018811. http://dx.doi.org/10.1136/bmjopen-2017-018811.

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IntroductionAlthough ECG interpretation is an essential skill in clinical medicine, medical students and residents often lack ECG competence. Novel teaching methods are increasingly being implemented and investigated to improve ECG training. Computer-assisted instruction is one such method under investigation; however, its efficacy in achieving better ECG competence among medical students and residents remains uncertain.Methods and analysisThis article describes the protocol for a systematic review and meta-analysis that will compare the effectiveness of computer-assisted instruction with other teaching methods used for the ECG training of medical students and residents. Only studies with a comparative research design will be considered. Articles will be searched for in electronic databases (PubMed, Scopus, Web of Science, Academic Search Premier, CINAHL, PsycINFO, Education Resources Information Center, Africa-Wide Information and Teacher Reference Center). In addition, we will review citation indexes and conduct a grey literature search. Data extraction will be done on articles that met the predefined eligibility criteria. A descriptive analysis of the different teaching modalities will be provided and their educational impact will be assessed in terms of effect size and the modified version of Kirkpatrick framework for the evaluation of educational interventions. This systematic review aims to provide evidence as to whether computer-assisted instruction is an effective teaching modality for ECG training. It is hoped that the information garnered from this systematic review will assist in future curricular development and improve ECG training.Ethics and disseminationAs this research is a systematic review of published literature, ethical approval is not required. The results will be reported according to the Preferred Reporting Items for Systematic Review and Meta-Analysis statement and will be submitted to a peer-reviewed journal. The protocol and systematic review will be included in a PhD dissertation.PROSPERO registration numberCRD42017067054; Pre-results.

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Davie, Emily, Malissa Martin, Micki Cuppett, and Denise Lebsack. "Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition." Athletic Training Education Journal 10, no. 4 (October 1, 2015): 287–95. http://dx.doi.org/10.4085/1004287.

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Context Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile devices may offer an alternative teaching tool, allowing for student-initiated learning. Objective To compare outcomes of Quick Clips (QC) instruction with F2F instruction as measured by skill-examination scores. Design Quasi-experimental. Setting Five higher learning institutions with Commission on Accreditation of Athletic Training Education (CAATE) accredited athletic training education programs. Patients or Other Participants Seventy-four pre-athletic training students, average age 18.86 ± 1.0 years (49 women, 25 men), volunteered for this study. Participants were randomly assigned to 1 of 2 instructional groups (F2F or QC). Intervention(s) The principal investigator provided F2F instruction to 38 participants in 3 skills (knee valgus stress test, middle trapezius manual muscle test, and goniometric measurement of active ankle dorsiflexion). The remaining 36 participants watched 3 QC videos demonstrating the same skills. Main Outcome Measure(s) Three individual skill exam scores and the total score. Results A 1-way multivariate analysis of variance indicated a significant effect (P < .0001) of instructional method on exam scores. Follow-up univariate analysis of variance indicated knee valgus stress test exam scores were significantly higher after F2F instruction (P < .0001). Neither manual muscle test nor goniometric measurement exam scores were affected by instructional method. Conclusions The findings support the use of QC as an alternative to F2F instruction for 2 of the 3 skills. This finding is similar to studies reported in the nursing literature on computer-assisted learning, which found inconclusive evidence to support the superiority of one method over another. Mobile video instruction is an effective teaching strategy. It may be best utilized to supplement traditional F2F instruction.

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Luyben, Paul D., Kristin Hipworth, and Thomas Pappas. "Effects of CAI on the Academic Performance and Attitudes of College Students." Teaching of Psychology 30, no. 2 (April 2003): 154–58. http://dx.doi.org/10.1207/s15328023top3002_12.

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Although computer-assisted instruction (CAI) favorably affects academic performance and attitudes toward instruction, most CAI programs target mastery but not fluency. This study used a within-subjects, crossover design to compare the effects of CAI that included fluency training with traditional study (TS) conditions on test performance and attitudes toward CAI. The CAI condition consisted of 2 forms of CAI. The results showed that the mean test score in the CAI condition was about 7 percentage points higher than the mean score in the TS condition. Also, attitude scores favored the CAI condition. These data suggest that CAI procedures that use elements of both mastery learning and fluency training may help to improve academic performance and attitudes.

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Qayumi, A. K., Y. Kurihara, M. Imai, G. Pachev, H. Seo, Y. Hoshino, R. Cheifetz, et al. "Comparison of computer-assisted instruction (CAI) versus traditional textbook methods for training in abdominal examination (Japanese experience)." Medical Education 38, no. 10 (October 2004): 1080–88. http://dx.doi.org/10.1111/j.1365-2929.2004.01957.x.

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Wong, Jackson K. K., and Cecilia W. P. Li-Tsang. "Computer-Assisted Instruction (CAI) for Typing Skill Training for People with Mild Mental Handicap: A Pilot Study." Hong Kong Journal of Occupational Therapy 17, no. 2 (July 2007): 54–59. http://dx.doi.org/10.1016/s1569-1861(08)70004-4.

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Santalucia, Diego. "IN PRINCIPIO ERA IL CAI. CENNI SULLA STORIA DELLE GLOTTOTECNOLOGIE." Italiano LinguaDue 14, no. 2 (January 17, 2023): 238–54. http://dx.doi.org/10.54103/2037-3597/19660.

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L'articolo traccia le linee principali dello sviluppo delle glottotecnologie dalla loro nascita ai nostri giorni. Vengono sinteticamente illustrati quegli elementi che dal CAI (Computer Assisted Instruction) hanno portato al CALL (Computer Assisted Language Learning), anche attraverso l'evoluzione delle piattaforme didattiche, o VLE (Virtual Learning Environment), che hanno saputo interpretare la flessibilità che l'e-learning ha introdotto nella formazione linguistica. Sono, inoltre, trattati alcuni aspetti del MALL (Mobile Assisted Language Learning) e di alcune app che negli ultimi anni hanno rappresentato una novità nella formazione linguistica online, insieme ad alcune pagine di un ambiente social come YouTube che interpretano aspetti ulteriori del social learning. In the beginning, was the CAI. Outline of the history of glottotechnology The article traces the main lines of the development of glottotechnologies from their birth to the present day. The technical evolution that from CAI (Computer Assisted Instruction) has led to CALL (Computer Assisted Language Learning) is also treated, in addition to the developments of those VLEs (Virtual Learning Environment) which have better interpreted the flexibility that e-learning introduced in language teaching and learning. Some aspects of MALL (Mobile Assisted Language Learning) are illustrated as well as some apps that in recent years have represented a novelty in online language training, together with some pages of a social network such as YouTube that interpret further aspects of social learning.

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Makenzie, Alfonso Makenzie. "Influence of Computer Aided Learning for Teacher and Students in Promoting Assimilation of Knowledge. A Critical Literature Review." International Journal of Computing and Engineering 3, no. 1 (November 23, 2022): 34–44. http://dx.doi.org/10.47941/ijce.1130.

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Purpose: No matter how superior the techniques employed are, it’s only through positive attitudes of teachers that the benefits of computer integration into the curriculum instruction could be realized. The overall objective of this study was to examine influence of computer aided learning for teacher and students in promoting assimilation of knowledge. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: The study concluded that all the teachers and majority of the students (93.2%) disagreed to the statement that they had never used a computer and that they were not interested. Based on teachers’ perceptions towards the use of computer aided learning all the teachers’ strongly disagreed to the statement that computers scare them. Analysis of results showed that the teachers had a positive attitude towards computer aided learning. They therefore agreed that they believed computers were important teaching tool. The study also concluded that he school boards of management were partly involved in the training of teachers on computer aided learning and that the ministry of education also organized training courses for teachers on computer aided learning. Unique Contribution to Theory, Policy and Practice: The study suggests that parents associations (PA) in schools should develop a PA fund and organize equipping schools with more computers and other computer aided learning resources in order to make teaching and learning using computer aided learning easier. The current study suggests that there is need to organize in-service training for teachers in order to equip them with expertise skills and knowledge and build their confidence with ICT tools.

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Singer, R., M. Bauch, J. Heid, F. Hess, F. J. Leven, and M. Haag. "Challenges and Perspectives of Computerassisted Instruction in Medical Education." Methods of Information in Medicine 46, no. 01 (2007): 67–69. http://dx.doi.org/10.1055/s-0038-1628135.

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Summary Objectives: In this paper we discuss solutions to the problem that medical teachers and students do not use modern computer-assisted instruction systems in medical education as much as expected by their developers. Methods: As an example for a modern problem-based CAI system we introduce the CAMPUS shell system for case-based training in medicine. Results: CAMPUS has received several awards and positive evaluation results. Nevertheless, the usage of such systems in courses and for self-study could be increased. Conclusions: Curricular integration of CAI as well as further improvements on existing CAI systems to increase the usage in medical education is essential.

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Makuch, Joseph R., Paul D. Robillard, and Edgar P. Yoder. "Effects of Individual versus Paired/Cooperative Computer-Assisted Instruction on the Effectiveness and Efficiency of an In-Service Training Lesson." Journal of Educational Technology Systems 20, no. 3 (March 1992): 199–208. http://dx.doi.org/10.2190/a8lp-x6cp-5ny3-h17j.

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Computer-assisted instruction (CAI) has the potential of meeting the in-service training needs of various organizations. This study compared individual CAI with paired/cooperative CAI as a method of providing in-service training. Subjects were twenty-seven Pennsylvania extension agents who participated in an in-service training program. The main effect of CAI method and possible interactive effects of previous CAI experience and topic familiarity were analyzed. Differences in cognitive achievement and time spent on the lesson were compared. No significant difference in cognitive achievement was found between agents using CAI individually and agents using CAI cooperatively in pairs. No interaction was found between the treatment and the moderating variables, previous CAI experience and topic familiarity, on cognitive achievement. Agents who used CAI cooperatively took significantly longer to complete the lesson than did agents who used CAI individually. No interaction was found between the treatment and moderating variables, previous CAI experience and topic familiarity, on time spent on the lesson.

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Li, Linghong, Martin Valcke, Linda Badan, and Christoph Anderl. "Video Self-Modeling (VSM) as a Strategy to Instruct CFL Students’ Sentence-Level Stress." Sustainability 14, no. 23 (November 22, 2022): 15509. http://dx.doi.org/10.3390/su142315509.

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Sentence-level stress is one of the major means of expressing information focus in oral speaking, and it is of importance for Chinese as a foreign language (CFL) learners to accurately receive and send the right information in conversation. However, research related to teaching stress, especially sentence-level stress, is indeed scarce. In this study, we investigate whether video self-modeling (VSM) is applicable to improve CFL students’ sentence-level stress. VSM, as an innovative strategy, only shows the positive targeted behavior by using videos or audios of oneself, and aims to decrease students’ frustration and the negative influence caused by failed accomplishments. Twelve beginning-level CFL students, taken as the experimental group, received the edited perfect pronunciation audios with their own voice and used these own-voice audios to train their sentence-level stress. At the same time, another twelve advanced-level CFL students were taken as the control group, and received traditional instructional strategies from their class teacher. The whole training continued for ten sessions during a period of two and half months. Quantitative results show that with the help of VSM, CFL students’ sentence-level stress improved significantly as compared to the control group, with increased scores on the pronunciation of sentence-level stress words and increased scores in all three parameters: pitch, intensity, and duration. A post-training survey revealed that the participants’ preference for using their own voice as instructional material resulted in a feeling of success and satisfaction. The findings corroborate the importance of computer-assisted language learning in the second language (L2) field, and add solid evidence of using VSM in foreign-language training.

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Muhammad, Nasiru Hassan. "EFFECT OF COMPUTER ASSISTED INSTRUCTION AND LECTURE METHOD IN TEACHING MATHEMATICS ON SENIOR SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN SOKOTO METROPOLIS, SOKOTO STATE." Sokoto Educational Review 15, no. 2 (December 31, 2014): 1–9. http://dx.doi.org/10.35386/ser.v15i2.163.

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This research focused on the effects of Computer Assisted Instruction Method (CAIM) and lecture method in teaching Mathematics on Senior Secondary School students’ performances. The research design for the study was an experimental research design. The sample comprised 371 SSI I students, randomly selected from Six (6) secondary schools where the two methods were adopted in teaching Mathematics (i.e. The Computer Assisted Instruction Method (CAIM) and Lecture Method (LM). The Student Mathematics Performance Test (SMPT) was designed, validated and used for collecting data. The data was analysed using the independent t-test for the hypotheses. The findings revealed a significant difference in the mean achievement scores of subjects exposed to experimental treatment using CAIM and students taught using the lecture method. There were significant Differences between Male and Female exposed to the same treatment using CAIM material. It was found that male students perform better than female students. The research, therefore, recommended the use of CAIM in Government schools. It should put more effort toward the provision of ICT facilities and training of teachers for better performance in Mathematics.

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Guerrero-Osuna, Héctor A., Jesús Antonio Nava-Pintor, Carlos Alberto Olvera-Olvera, Teodoro Ibarra-Pérez, Rocío Carrasco-Navarro, and Luis F. Luque-Vega. "Educational Mechatronics Training System Based on Computer Vision for Mobile Robots." Sustainability 15, no. 2 (January 11, 2023): 1386. http://dx.doi.org/10.3390/su15021386.

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Boosting by the world’s context, several efforts have been maiden toward the digital transformation of Education. Technology-based active learning has become pivotal in pursuing a more flexible education system. This work presents the development of an Educational Mechatronics (EM) training system based on computer vision that performs as a positioning system for mobile robots in the 2D plane. The results show that the obtained precision, exactitude, and resolution of the EM training system are suitable for robotics applications comprising position, velocity, and acceleration variables. Moreover, an instructional design aligned with the EM conceptual framework, using the EM training system and a LEGO mobile robot, is presented to construct the mechatronic concept: line segment.

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Tian, Mijuan, Rong Fu, and Qianjun Tang. "Research on the Construction of English Autonomous Learning Model Based on Computer Network-Assisted Instruction." Computational Intelligence and Neuroscience 2022 (June 15, 2022): 1–9. http://dx.doi.org/10.1155/2022/8646463.

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As a supplement to traditional teaching methods, computer-assisted teaching methods can reflect modern educational concepts, such as creating student-led, teacher-led environments. The goal of college English education is to enable them to communicate effectively in English in their future academic, work, and social interactions, while also developing students’ self-learning skills. Chinese society improves overall cultural competence and adapts to the needs of international communication. Self-directed learning is not static and will increase or decrease with time, discipline, and conditions and is an evolving process. Understanding learning, taking responsibility for one’s own learning, and learning how to learn are all beneficial. Students abound in school life and even throughout their lives. In this paper, we try to propose a computer-based method for constructing an independent English learning model based on a practical study of computer network technology for the development of self-learning ability of non-English majors in a university. This paper uses comparative analysis techniques to compare traditional paper-and-pencil examinations and computer-based online evaluations and analyzes the effects of each. The survey showed that 81% of the students preferred the computer-based assessment. Therefore, the focus of this research is to strengthen the oral English training in college and create an authentic English learning environment for students to really feel the standard English pronunciation, intonation, and knowledge of grammar, listening, reading, writing, and translation.

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Arora, Bela. "Teaching cyber security to non-tech students." Politics 39, no. 2 (April 20, 2018): 252–65. http://dx.doi.org/10.1177/0263395718760960.

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The majority of cyber security education and training has been based in computer science departments, but we are now seeing the agenda filtering into the political science and international studies curriculum. There exists a challenge in presenting the topic in a non-technical and engaging way. This article will explore the use of Hydra Minerva environment, commonly used in Police Sciences, to facilitate simulations that bring to life the challenges of incident management while enhancing the employability skills of the students. Hydra Minerva facilities offer an alternative to traditional classroom simulations and computer-assisted scenarios that can be invaluable across the curriculum.

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Journal articles on the topic 'Police training Computer-assisted instruction'

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