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Development and evaluation of the interactive multimedia training program for an experiential learning course using Bloom's taxonomy

, Kansas State University, United States

Kansas State University . Awarded


This study compared the effects of on-the-job training (OJT) and interactive multimedia training (IMT) methods on students' knowledge, and on students' performance, in terms of effectiveness and efficiency. Students were randomly assigned to two groups. The first group received OJT, while the second group was given IMT. Pre-, post-, and final tests were employed to measure the degree of learning in each group. Knowledge gained was assessed by using the means of the gain scores of post-less pre-tests, while the means of the gain scores of final less post-tests were used to determine the level of knowledge gained through having the actual experience of cleaning hotel rooms.

Results revealed that the training method (OJT or IMT) enhanced knowledge of each group. However, there was no statistical evidence to conclude that one group improved more than the other. Gender, graduation status (freshman, sophomore, junior, or senior), and age had no significant impact on knowledge gained through receiving training or through the actual experience of cleaning the rooms. Prior work experience played a significant role in the students' knowledge gained either after receiving training or after mastering experience of cleaning hotel rooms. IMT was as effective as OJT in training students to clean the whole room or to clean the night stand, dresser, bathroom, and the closet areas. However, OJT was more effective than IMT in training students to make beds and clean the round table area, because OJT students made fewer mistakes than those in the IMT group. Gender, graduation status, age, and prior work experience in the housekeeping department had no impact on effectiveness. On the other hand, IMT was a more efficient delivery training method than OJT, because a trainer spent less time on training students to clean hotel rooms using IMT, than with OJT. In addition, students who received IMT worked faster in cleaning the night stand area and vacuuming the room. Findings of this study may serve as a basis for further studies to enhance students' learning. This is due to the fact that students do learn after receiving reinforcement, such as training and cleaning hotel rooms. Experiential learning is an ongoing process which requires reinforcement, and training can be one effective method to foster learning in students. Furthermore, results of the study indicate that there was no clear cut, across-the-board advantage of one training method over the other, when comparing the effectiveness and efficiency of OJT and IMT. Therefore, it might be better for institutions to consider the nature of the job, the types of tasks they want students to train in, the characteristics of trainers and trainees (gender, graduation status, age, and prior work experience), and the ultimate outcomes desired, when choosing between OJT and IMT, rather than selecting primarily on the basis of differences in effectiveness and efficiency.


Sujithamrak, S. Development and evaluation of the interactive multimedia training program for an experiential learning course using Bloom's taxonomy. Ph.D. thesis, Kansas State University. Retrieved August 5, 2021 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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