IMMEDIATE LEARNING REINFORCEMENT
AN EFFECT WAS MADE TO DETERMINE THE EFFECTIVENESS OF IMMEDIATE REINFORCEMENT IN LEARNING A COMPLEX METAL-MOTOR SKILL. IN AN ELECTRONIC EDUCATIONAL LABORATORY EACH OF 12 SIMULATED CARS HAD AN ERROR IDENTIFICATION PANEL WITH WARNING RED LIGHTS FOR EACH OF THE FOLLOWING AREAS: SPEED, STEERING, BRAKES, TURN SIGNALS, AND HEADLIGHTS. A SERIES OF 11 INSTRUCTIONAL FILMS PROVIDED A STANDARDIZED PROGRAMED SEQUENCE IN LEARNING TO OPERATE AN AUTOMOBILE. THE FILMS WERE CONNECTED ELECTRONICALLY TO EACH OF THE 12 INDIVIDUAL LEARNING STATIONS TO PROVIDE IMMEDIATE LEARNING REINFORCEMENT OF THE SAME NATURE, TIME, AND PLACE. EACH LEARNER KNEW HE WAS PERFORMING CORRECTLY WHEN NO RED LIGHTS WERE ACTIVATED. THE SIMULATOR USED PERMITS 12 STUDENTS TO DRIVE SIMULTANEOUSLY. THE IMPROVED STUDENT-TEACHER RATIO PROVIDED OFFERS HOPE FOR INCREASING THE NUMBER OF STUDENTS TRAINED PER INSTRUCTOR. THE PRIMARY AIM OF THE STUDY WAS TO DETERMINE MORE EFFECTIVE WAYS OF USING INSTRUCTIONAL FILMS AND A MULTISTATION ELECTRONIC DRIVING SIMULATOR WHICH PROVIDES IMMEDIATE STANDARDIZED FEEDBACK TO STUDENTS LEARNING TO OPERATE AN AUTOMOBILE. IN THE FIRST YEAR OF THE STUDY, EXPERIMENTAL GROUPS RECEIVED 27 HOURS OF CLASSROOM INSTRUCTION, PLUS 9 IN THE SIMULATOR, 3 AT THE CAR CONTROLS, AND 3 AS OBSERVERS IN THE CAR. RESULTS INDICATED THAT AN INTEGRATED APPROACH WHERE SIMULATOR INSTRUCTION IS INTERWOVEN WITH DUAL-CONTROL CAR INSTRUCTION IS SUPERIOR TO EITHER A NON-INTEGRATED SIMULATOR APPROACH OR TO A NON-SIMULATOR APPROACH IN THE TEACHING OF DRIVING SKILLS. IMMEDIATE STANDARDIZED LEARNING REINFORCEMENT INVOLVING INSTRUCTIONAL FILMS ELECTRONICALLY CONNECTED WITH INDIVIDUAL LEARNING STATIONS CAN BE USED TO IMPROVE SIGNIFICANTLY THE ACQUISITION OF COMPLEX MENTAL-MOTOR SKILLS INVOLVED IN LEARNING TO DRIVE. IN THE SECOND YEAR OF THE STUDY 167 STUDENTS RECEIVED 6 HOURS AT CAR CONTROLS, 6 HOURS AS OBSERVERS, AND 30 HOURS OF CLASSROOM INSTRUCTION DURING WHICH THE SIMULATOR FILMS WERE SHOWN IN THE CLASSROOM. TEN-DAY CONCENTRATED COURSES IN LEARNING TO OPERATE A CAR ARE MORE EFFECTIVE AND EFFICIENT THAN COURSES SPREAD OUT OVER APPROXIMATELY 4 WEEKS. THE USE OF OTHER SIMULATOR EQUIPMENT APPEARS TO BE OF VALUE. IN THE THIRD YEAR, THE TREATMENT CONDITIONS WERE SIMILAR TO THE SECOND YEAR EXCEPT A FIFTH GROUP WAS ADDED WHICH WAS A NON-SIMULATOR, NO-MOVIE GROUP. RESULTS FOR THE THIRD YEAR STUDY INDICATED THAT THE USE OF APPROPRIATE MOVIES UNDER MOTIVATED CONDITIONS IN A REGULAR CLASSROOM WITHOUT SIMULATOR EQUIPMENT CAN BE JUST AS EFFECTIVE.
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Corporate Authors:
Pennsylvania Public Instruction Department
Bureau of Research
, United States -
Authors:
- Hayes, R B
- Publication Date: 1969
Subject/Index Terms
- TRT Terms: Driver training; Driving simulators; Electronic equipment; Motion pictures; Motor skills; Training; Training devices
- Old TRIS Terms: Electronic devices
- Subject Areas: Education and Training; Highways; Safety and Human Factors;
Filing Info
- Accession Number: 00223069
- Record Type: Publication
- Report/Paper Numbers: 4pp
- Files: TRIS
- Created Date: Jul 6 1970 12:00AM