Publisher Summary Little interaction between the areas of computer-based instruction (CBI) and human-computer interaction has occurred despite the common interests and the head start that the CBI work had on the field. This chapter tries to bridge this gap and point out how much of the research done in CBI has relevance to the general area of human-computer interaction. The focus is on looking at the methods used in CBI and the research issues that could be applied to other human-computer interaction tasks. One of the advantages of looking at CBI research and its implications for general human-computer interaction tasks is that extensive research records have been kept of important parameters of humans interacting with computers. This chapter begins by surveying the techniques that are used in computer-based instruction. These techniques demonstrate that computers can be used to assist instruction at different levels. Several kinds of computer-based instruction are considered: computer-managed instruction, computer assisted instruction, intelligent computer-assisted instruction, presentation software, multimedia, and distance learning. Finally, the chapter investigates some of the themes that have occurred in CBI research.

Computer-Based Instruction

Traditional methods for task analysis and training design, such as those embodied in Instructional Systems Development (ISD), decompose jobs into discrete tasks composed of specific action sequences and identify prerequisite knowledge and skills for each task. Although these methods have been effective for designing training for simple procedural skills, they offer little insight for analysis or training of jobs involving complex cognitive skills, which increasingly require training today. Because of this, cognitive considerations need to be incorporated into ISD, particularly in the task analysis phase. Recently, cognitive methods have begun to be used to conduct task analysis for training program development and human-computer system development. In this article, recent developments in cognitive task analysis are reviewed, and The Integrated Task Analysis Model (ITAM), a framework for integrating cognitive and behavioral task analysis methods within the ISD model, is presented. Discussed in detail are ITAM's three analysis stages—progressive cycles of data collection, analysis, and decision making—in three components of expertise: skills, knowledge, and mental models.

Integrating cognitive task analysis into instructional systems development

This is the thirteenth ERIC/ECTJ Annual Review Paper, preparation of which was supported by the ERIC (Educational Resources Information Center) Clearinghouse on Information Resources, Syracuse University. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinion of the NIE.—Ed.

ERIC/ECTJ annual review paper

Cognitive methods of task analysis have been used for training development. Although quite promising, these methods are generally time consuming and labor-intensive, and require considerable expertise. This has precluded their full use in field training situations. Economical, practical and user-friendly methods are needed which can be integrated easily with current approaches. This symposium paper discusses the potential of cognitive task analysis as well as the practicality problem. Of particular concern is how cognitive methods can receive widespread application among training practitioners — how to transition theory and research in cognitive task analysis into mainstream training development programs.

Taking Cognitive Task Analysis into the Field: Bridging the Gap from Research to Application:

A simple yet detailed process for analyzing and comparing instructional development models at the task and subtask levels is described, justified, and illustrated. The analysis process ensures that all major instructional development tasks and their subtasks are identified, assigns weights to the subtasks, and facilitates the comparison of different prescriptive models task by task, according to both comprehensiveness and operational level.

Thomas G. Gambill

Papers

The Neglected Phase of Instructional Design.