The evaluation of computer based training as a method of teaching map reading in a military context

[摘要] ENGLISH ABSTRACT:Map reading forms an integral part of every soldier's training. Although all troopsare exposed to map reading during basic training, they thereafter do notfrequently work with maps on a daily basis, but are still required to apply thisknowledge during field exercises or combat situations. Various forms of trainingare available. Computer Based Training (CBT) is a technique that maycontribute to the improved acquisition and retention of knowledge when thesubject matter requires of students to visualise concepts, as CBT engagesmultiple senses. CBT incorporates principles from the Component DisplayTheory and Constructivism, which suggest that CBT might result in superior mapreading competencies when used as an alternative to conventional, classroombased, map reading instruction..The objective of this study was firstly to determine whether CBT, compared toconventional classroom instruction, enhances the acquisition of knowledge whenteaching users how to read a two-dimensional (2D) map. In addition, the studyhad as its objective to determine whether CBT leads to improved retention of 2Dmap reading knowledge over a one month period when compared toconventional instruction. Finally the study aimed to determine the factors thatinfluence learning when using CBT as the training medium.A basic randomised, between subjects research design, was used to test thehypotheses that eBT would result in the improved acquisition and retention of 2Dmap reading competencies. The control group consisted of 30 students and theexperimental CBT group of 29 students. All subjects were personnel from theSchool of Armour of the South African National Defence Force. With regards tomap training, the majority of the students had exposure to Geography up tograde 12 or further training. A new training programmewas designed. The programmewas developed in twoequivalent formats, one appropriate for conventional classroom instruction(control group), and a eBT format for the experimental group. Each studentreceived two manuals. One was a self-study manual that had to be completedbefore commencing with the course, and the other was received on the first dayof the course. Both the trainers also received a manual that contained all thecorrect answers to the map reading problems forming part of the programme.The eBT programme was designed on paper with the help of a template for thestoryboard. A lesson was designed for each day of the course, but studentscould review any lesson previously studied. Before the students started withlesson 1, they had to complete a test on the computer to determine the extent towhich they have acquired the information in the self-study manual. After passingthe test the students could select lesson 1. A mind-map was designed for eachlesson to help students orientate themselves.For both groups the information studied was placed in the context of OperationNight Owl, an interactive practical mission. The eBT group had the computer asa guide, providing textured maps and possible answers.Three tests were used to evaluate the students and to gather data regarding theirperformance. The students were not informed about these tests as theresearcher wanted to measure natural acquisition and retention, and not theamount of time that they had studied.Analysis of variance (ANOVA) indicated that the two groups did not differstatistically significantly (p>,05) in their initial degree of map reading knowledge.The average test percentage increased from the pre-test to the first post-test(knowledge acquisition), indicating that the class group increased by 15,2 % andthe eBT group by 19 %. Hypothesis 1 states that eBT in comparison totraditional instruction enhances the acquisition of map reading knowledge when teaching users how to read a 2D map. The difference between the class andeBT means for post-test 1 (knowledge acquisition) was, however, statisticallyinsignificant (p>,05).A comparison of the means of the post-test 2 (retention) results of the class andeBT groups clearly indicates that the performance levels retained one monthafter training, also do not differ statistically significantly (p>,05). The studytherefore also fails to corroborate the hypothesis that eBT would result in thegreater retention of map reading knowledge when compared to conventionalclassroom instruction.Based on the results found when eBT results were compared with the traditionalclassroom technique, it may be advisable to combine classroom teaching witheBT. During the completion of the mission segment of the course, studentstended to form natural groups to complete the questions. As working togethermay result in better understanding of new information (peers learn from eachother), it is therefore recommended that the eBT map-reading course becombined with more discussion groups.In conclusion, the results do not suggest that eBT is a superior training techniquefor the teaching of map reading competencies. Numerous literature sourceshowever do indicate that eBT can contribute significantly to the learningexperience, making it still plausible that eBT could indeed, upon furtherrefinement of the programme, contribute to teaching of map readingcompetencies.

[发布机构] Stellenbosch University