Both quantitative and qualitative tests and analyses were performed on the association between students' MIDAS profiles and the CBT reviewer ratings. While the findings of the correlation analysis of the quantitative data were refuted, some of the correlation and regression analyses of the observations of the qualitative data were conclusive regarding the hypothesis.
CBT design was influenced by the student CBT designers MI as indicated by the MIDAS profiles, particularly in the qualitative analysis. Positive significant outcomes were reported for the linguistic spatial, intrapersonal, and kinesthetic intelligences. These findings show that knowledge of MI was influential on a few of the design variables, as the students were successful in designing CBTs that reflected inclusion of MI for tailoring to learners' needs rather than to designers' preferences. The information gathered in this study will make a significant contribution to the e-learning field because it sheds light on the association of MI with the development of CBTs.","abstract_html":"This study assessed the relationship between CBT developers' multiple intelligences (MI) dispositions and their designs for computer-based training programs (CBTs). This study was based on the theoretical framework of the Theory of Multiple Intelligences (MI) and theories about instructional design (ID). Student developers in a class were surveyed using Shearer's Multiple Intelligences Development Assessment Scales (MIDAS), a screening instrument that is designed to determine the students' MIDAS profiles, or their intelligences. The students received instruction in using MI in their CBT design; and, after they had designed their CBTs, four professionals assessed their CBTs for inclusion of MI.</p><p> Both quantitative and qualitative tests and analyses were performed on the association between students' MIDAS profiles and the CBT reviewer ratings. While the findings of the correlation analysis of the quantitative data were refuted, some of the correlation and regression analyses of the observations of the qualitative data were conclusive regarding the hypothesis. </p><p> CBT design was influenced by the student CBT designers MI as indicated by the MIDAS profiles, particularly in the qualitative analysis. Positive significant outcomes were reported for the linguistic spatial, intrapersonal, and kinesthetic intelligences. These findings show that knowledge of MI was influential on a few of the design variables, as the students were successful in designing CBTs that reflected inclusion of MI for tailoring to learners' needs rather than to designers' preferences. The information gathered in this study will make a significant contribution to the e-learning field because it sheds light on the association of MI with the development of CBTs.","abstract_has_math":false,"creators":["King, Nancy"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Interdisciplinary Doctoral Program for Education Leaders (IDPEL)","degree_department":null,"school":null,"contributors":["William Gibbs, John Shepherd","Doug Landsittel"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-01T08:00:00Z","date_published":"2009-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:54Z","subjects":["instructional design-CBT-multiple intelligences-MI-ID-computer-based training"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/748","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["William Gibbs, John Shepherd","Doug Landsittel"]},{"key":"dc:creator","label":"Author","values":["King, Nancy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary Doctoral Program for Education Leaders (IDPEL)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["instructional design-CBT-multiple intelligences-MI-ID-computer-based training"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/748"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study assessed the relationship between CBT developers' multiple intelligences (MI) dispositions and their designs for computer-based training programs (CBTs). This study was based on the theoretical framework of the Theory of Multiple Intelligences (MI) and theories about instructional design (ID). Student developers in a class were surveyed using Shearer's Multiple Intelligences Development Assessment Scales (MIDAS), a screening instrument that is designed to determine the students' MIDAS profiles, or their intelligences. The students received instruction in using MI in their CBT design; and, after they had designed their CBTs, four professionals assessed their CBTs for inclusion of MI.
Both quantitative and qualitative tests and analyses were performed on the association between students' MIDAS profiles and the CBT reviewer ratings. While the findings of the correlation analysis of the quantitative data were refuted, some of the correlation and regression analyses of the observations of the qualitative data were conclusive regarding the hypothesis.
CBT design was influenced by the student CBT designers MI as indicated by the MIDAS profiles, particularly in the qualitative analysis. Positive significant outcomes were reported for the linguistic spatial, intrapersonal, and kinesthetic intelligences. These findings show that knowledge of MI was influential on a few of the design variables, as the students were successful in designing CBTs that reflected inclusion of MI for tailoring to learners' needs rather than to designers' preferences. The information gathered in this study will make a significant contribution to the e-learning field because it sheds light on the association of MI with the development of CBTs."]},{"key":"dc:title","label":"Title","values":["A Study of the Relationship between CBT Developers' Multiple Intelligences Dispositions and the Design of Computer-based Training"]}]}],"canonical_facts":{"dc:contributor":["William Gibbs, John Shepherd","Doug Landsittel"],"dc:creator":["King, Nancy"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["This study assessed the relationship between CBT developers' multiple intelligences (MI) dispositions and their designs for computer-based training programs (CBTs). This study was based on the theoretical framework of the Theory of Multiple Intelligences (MI) and theories about instructional design (ID). Student developers in a class were surveyed using Shearer's Multiple Intelligences Development Assessment Scales (MIDAS), a screening instrument that is designed to determine the students' MIDAS profiles, or their intelligences. The students received instruction in using MI in their CBT design; and, after they had designed their CBTs, four professionals assessed their CBTs for inclusion of MI.
Both quantitative and qualitative tests and analyses were performed on the association between students' MIDAS profiles and the CBT reviewer ratings. While the findings of the correlation analysis of the quantitative data were refuted, some of the correlation and regression analyses of the observations of the qualitative data were conclusive regarding the hypothesis.
CBT design was influenced by the student CBT designers MI as indicated by the MIDAS profiles, particularly in the qualitative analysis. Positive significant outcomes were reported for the linguistic spatial, intrapersonal, and kinesthetic intelligences. These findings show that knowledge of MI was influential on a few of the design variables, as the students were successful in designing CBTs that reflected inclusion of MI for tailoring to learners' needs rather than to designers' preferences. The information gathered in this study will make a significant contribution to the e-learning field because it sheds light on the association of MI with the development of CBTs."],"dc:identifier":["https://dsc.duq.edu/etd/748"],"dc:language":["English"],"dc:subject":["instructional design-CBT-multiple intelligences-MI-ID-computer-based training"],"dc:title":["A Study of the Relationship between CBT Developers' Multiple Intelligences Dispositions and the Design of Computer-based Training"],"thesis:degree_discipline":["Interdisciplinary Doctoral Program for Education Leaders (IDPEL)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:09:54Z"}