Reid, DougJacobsen, MicheleKatz, Larry2018-12-072018-12-072005Reid, D., Jacobsen, D. M., & Katz, L. (2012). An investigation of computer generated knowledge retention activities in computer-based training with adult learners. Journal of Learning Design, 1(1). https://doi.org/10.5204/jld.v1i1.101832-8342http://hdl.handle.net/1880/10928210.11575/PRISM/46331The goal of this investigation was to evaluate the impact of training and the effectiveness of different types of knowledge retention activities delivered by computer-based training programs. This study focused on a computer-based learning system called the Profound Learning Delivery System (PLS). PLS is an application designed to improve the content knowledge retention of adult learners who are completing computer-based training. This study used a pretest-posttest experimental design to compare adult learners’ knowledge of Microsoft Outlook ("Outlook," 1997) before and after a computer-based training session. Participants were trained using two different computer-based instructional programs; a commercially available software program matched for comparison purposes and PLS. This comparison involved three different formats for post-instruction retention activities that were; no review activities, user generated review activities, and program generated retention activities. Results indicate, there was a significant difference between the groups 60 days after training. This result demonstrated that PLS has potential worth exploring.enUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.© Copyright Doug Reid, D. Michele Jacobsen and Larry Katz [2005].http://creativecommons.org/licenses/by/4.0/Knowledge retentionadult learningcomputer-based trainingjournal articlehttp://dx.doi.org/10.5204/jld.v1i1.10