Effects of task goal on learning to use an instructional computer simulation

Judith A. Effken, Kimberly Denise Shea

Research output: Contribution to journalArticle

Abstract

With Preitula's Cognitive Task Model as a conceptual framework, we used an experimental design to investigate how task goals interact with interface designs to affect users' ability to learn to use a computer simulation. In the experiment, 16 nursing students were randomly assigned to one of two interface designs and asked to solve three physiologic problems with three different treatment goals. Students were given up to two minutes to solve each problem by administering six different simulated drugs. A mixed design analysis of variance was used to determine the effects of interface design and task goal on the number of problems solved, time to initiate treatment, percentage of time system maintained within normal parameters, and number of drugs used. Treatment goal affected students' performance primarily in how quickly they began drug therapy. The results suggest that task goal can interact with interface designs to affect learning to use an instructional computer simulation.

Original languageEnglish (US)
Pages (from-to)1-36
Number of pages36
JournalOnline Journal of Nursing Informatics
Volume5
Issue number1
StatePublished - Mar 2001
Externally publishedYes

Fingerprint

Computer Simulation
Learning
Students
Aptitude
Nursing Students
Pharmaceutical Preparations
Analysis of Variance
Research Design
Therapeutics
Drug Therapy

Keywords

  • Cognitive Task Model
  • Computer simulation
  • Interface design
  • Learning
  • Task goal

ASJC Scopus subject areas

  • Nursing (miscellaneous)

Cite this

Effects of task goal on learning to use an instructional computer simulation. / Effken, Judith A.; Shea, Kimberly Denise.

In: Online Journal of Nursing Informatics, Vol. 5, No. 1, 03.2001, p. 1-36.

Research output: Contribution to journalArticle

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