An index of training efficiency that combines learners’ subjective appraisal of mental workload in the training environment with learners’ performance on knowledge testing. The instructional efficiency index ranges from -1 to +1, with negative scores indicating lower instructional efficiency, and positive scores indicating higher instructional efficiency. Baseline instructional efficiency is indicated by zero.
Published in Chapter:
Designing Learner-Centered Multimedia Technology
Sandro Scielzo (University of Central Florida, USA), Stephen M. Fiore (University of Central Florida, USA), and Haydee M. Cuevas (University of Central Florida, USA)
Copyright: © 2009
|Pages: 6
DOI: 10.4018/978-1-60566-026-4.ch168
Abstract
The ubiquitous use of information technology (IT) promotes a fast-paced and dynamic training environment with enormous potential for performance increases in a variety of domains. This reality has many important ramifications, including how best to incorporate multimedia IT into computer-based training (CBT). Well-designed CBT offers us tremendous potential to effectively and efficiently train the workforce, foster learning in academic environments, and improve performance over and above what is currently achieved. Following a learner-centered design approach, in this article, we present an in-depth look at the use of multimedia CBT, as it relates to aptitude-treatment interactions; that is, how various CBT designs can differentially interact with individual learner aptitudes, such as spatial and verbal ability, to influence training outcomes. The goal of this article is to emphasize the importance of learner-centered design when developing multimedia computer-based instructional material for the growing needs of many sectors of society.