Review of Psychology on a Disk from CMS academic software: interactive activities for psychology.
Early praise for psychology games reminds us to demand proof, and later RCTs like Tom et al. supply it.
01Research in Context
What this study did
The author tried out a 1992 computer disk called Psychology on a Disk. The disk had mini-games that let college students play with learning principles like reinforcement and punishment.
After testing the activities, the author wrote a short review. He said the disk was fun and helped students grasp basic behavior-concept links.
What they found
No data were collected. The paper is simply a positive write-up of the software.
The reviewer claimed students would learn faster because the games showed cause-and-effect right away.
How this fits with other research
Randell et al. (2007) picked up the same idea and ran real tests. They built DTkid, a virtual child that tutors must teach with discrete-trial training. In three RCTs, tutors who trained on DTkid scored higher on DTT quizzes than controls. This moves the 1992 praise from opinion to evidence.
Gallant et al. (2021) also used computers to teach college students, but they used match-to-sample and yes-no pairing instead of games. Both methods beat self-study, showing that active screen tasks work even when the format changes.
Slocum et al. (2021) remind us that good teaching needs more than fun. Their Direct-Instruction content-analysis guide says you must map every skill relation before you build the lesson. The 1992 disk did not do this step, so today we would redesign it with clearer task paths.
Why it matters
The review is a snapshot from the dawn of computer-aided ABA instruction. It tells you that interactive screens can hook learners, but Tom et al. show you must test the hook. When you pick or build software for staff training, demand data like Tom’s, not just glowing reviews. Add the content-analysis steps from Slocum et al. and you get both engagement and sound scope-and-sequence.
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02At a glance
03Original abstract
Psychology on a Disk contains a variety of simulations that show a strong potential to motivate and educate introductory psychology students with a wide range of ability and initial interest. The exercises appear to be well within the grasp of first-year students and provide suitable starting points for discussion of terms, definitions, and areas of research activity. The quality of the simulations is high and provides some indication that there are additional areas of undergraduate psychology, for example, courses in abnormal, clinical, and developmental topics, in which specialized simulations might also constitute an important adjunct to classroom and laboratory activities. The 10 simulations span much of the content of introductory courses, although they are most pertinent to syllabi that emphasize learning principles and social psychology as important foundations. As an instructional device, the simulations also will serve to introduce some students to use of computers as a source of information and feedback with potential benefits in other and later academic endeavors in which time-savings will be important. Promotional materials describe POAD as easy to add (to existing texts), easy to use, easy to grade, easy to afford, and easy to order (through your college bookstore): truth in advertising.
Research in developmental disabilities, 1992 · doi:10.1016/0891-4222(92)90043-6