Computer-based training uses a network of non-intelligent terminals connected via telecommunication links to a host compute. There are known computer based training contributions to training practice, such as self-paced instruction tutoring and interactive courseware, however, this technology has had a limited impact on science and practice of training, primarily due to its simplistic assumptions about knowledge and its emphasis on content rather than presentation formats and medium characteristics (Ford, 1996).Today the advent of multimedia technology, coupled with new insights about cognition and learning offer opportunity to improve the quality of computer based training systems, and from here, it is of interest to determine how various knowledge presentation formats such as text, graphics, animation, simulation, and video affect the acquisition and cognition knowledge, and in this manner, it may be possible to build and even accelerate expertise by presenting knowledge in a way that fosters its utility in performance situations (Ford, 1996).A related opportunity involves the enhanced use of high-fidelity training systems. Modern theories of decision making suggest that experts rely on a store of well organized memories that are triggered by situational cues, and this type of thinking suggest that at least some types of training should focus on helping trainees makes associations between situational cues and appropriate responses (Ford, 1996).
Computer based simulations, which are becoming more widely available have the potential to prevent a variety of cue/strategy associations in relatively low-cost, safe environments, and training imparted bys such systems also has high probability of transfer due to the high degree of similarity between the training and operational environments (Ford, 1996).. Overall, the area of computer based training holds vast potential as a means to improve the effectiveness of training.
