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Application of Cognitive Theory to the Design, Development, and Implementation of a Computer-Based Troubleshooting Tutor.

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Title: Application of Cognitive Theory to the Design, Development, and Implementation of a Computer-Based Troubleshooting Tutor.
Language: English
Authors: Johnson, Scott D., National Center for Research in Vocational Education, Berkeley, CA.
Availability: NCRVE Materials Distribution Service, Horrabin Hall 46, Western Illinois University, Macomb, IL 61455 (order no. MDS-265: $5).
Peer Reviewed: N
Page Count: 85
Publication Date: 1992
Sponsoring Agency: Office of Vocational and Adult Education (ED), Washington, DC.
Contract Number: V051A80004-91A
Document Type: Reports - Research
Descriptors: Autoinstructional Aids, Aviation Education, Cognitive Structures, Computer Assisted Instruction, Computer Simulation, Educational Media, Electromechanical Technology, Higher Education, Metacognition, Programed Tutoring, Technical Education, Troubleshooting
Geographic Terms: U.S.; California
Abstract: A study found that the troubleshooting abilities of a treatment group of college students trained conventionally in a course called Aircraft Systems II and on a computer-based "Technical Troubleshooting Tutor" were better in some ways than those of a control group who trained conventionally without using the computer-based tutor. Aviation students at the University of Illinois participated in the study, 16 in the control group and 18 in the treatment group. Each student was given an aircraft simulator board in which four independent electrical faults were inserted, common troubleshooting tools, and the task of locating the faults. No significant differences were found in the ability of the two groups to recognize that faults existed. However, the treatment group was significantly better at actually locating and identifying the faults. The control group solved fewer than half the attempted problems, whereas the treatment group solved 72 percent. The two groups' performances on a posttest about electrical systems and their ability to identify potential faults were not significantly different. However, the treatment group was significantly better able to evaluate the faults correctly, was more likely to evaluate the systems before selecting a troubleshooting strategy, was not dependent upon a single strategy to facilitate the process, tended to make fewer misinterpretation errors, and had a stronger ability to recover from errors. (Contains 49 references.) (CML)
Journal Code: RIEAPR1993
Entry Date: 1993
Accession Number: ED351602
Database: ERIC
FullText Text:
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  Data: Application of Cognitive Theory to the Design, Development, and Implementation of a Computer-Based Troubleshooting Tutor.
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  Data: NCRVE Materials Distribution Service, Horrabin Hall 46, Western Illinois University, Macomb, IL 61455 (order no. MDS-265: $5).
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  Data: 85
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  Data: Office of Vocational and Adult Education (ED), Washington, DC.
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  Data: V051A80004-91A
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  Label: Abstract
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  Data: A study found that the troubleshooting abilities of a treatment group of college students trained conventionally in a course called Aircraft Systems II and on a computer-based "Technical Troubleshooting Tutor" were better in some ways than those of a control group who trained conventionally without using the computer-based tutor. Aviation students at the University of Illinois participated in the study, 16 in the control group and 18 in the treatment group. Each student was given an aircraft simulator board in which four independent electrical faults were inserted, common troubleshooting tools, and the task of locating the faults. No significant differences were found in the ability of the two groups to recognize that faults existed. However, the treatment group was significantly better at actually locating and identifying the faults. The control group solved fewer than half the attempted problems, whereas the treatment group solved 72 percent. The two groups' performances on a posttest about electrical systems and their ability to identify potential faults were not significantly different. However, the treatment group was significantly better able to evaluate the faults correctly, was more likely to evaluate the systems before selecting a troubleshooting strategy, was not dependent upon a single strategy to facilitate the process, tended to make fewer misinterpretation errors, and had a stronger ability to recover from errors. (Contains 49 references.) (CML)
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 85
    Subjects:
      – SubjectFull: Autoinstructional Aids
        Type: general
      – SubjectFull: Aviation Education
        Type: general
      – SubjectFull: Cognitive Structures
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Educational Media
        Type: general
      – SubjectFull: Electromechanical Technology
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Programed Tutoring
        Type: general
      – SubjectFull: Technical Education
        Type: general
      – SubjectFull: Troubleshooting
        Type: general
      – SubjectFull: U.S.; California
        Type: general
    Titles:
      – TitleFull: Application of Cognitive Theory to the Design, Development, and Implementation of a Computer-Based Troubleshooting Tutor.
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            NameFull: National Center for Research in Vocational Education, Berkeley, CA.
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            NameFull: Johnson, Scott D.
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          Dates:
            – D: 01
              M: 11
              Type: published
              Y: 1992
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