{'fraction_non_alphanumeric': 0.025806451612903226, 'fraction_numerical': 0.0, 'mean_word_length': 5.29054054054054, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Effects of Quiz Distribution on Web-Based Instruction in an Industrial Training Environment

Although Web-based training has experienced significant increase in popularity recently, there is a paucity of empirical information on how these programs should be designed. Fundamental questions about basic design elements (e.g., user interface, quizzing strategies) are still to be answered. This study evaluated quiz distribution in a Web-based training program for a manufacturing organization. Results indicated that the trainees—shop supervisors with little to no prior computer experience—had a very positive reaction to the course and performed well on the final test. Furthermore, frequency of pop-up quizzes during the course had no effect on the test scores, time needed to take the course, or the trainees' reaction to the course. These results are discussed in terms of their implication for Web-based instructional design.