A tenet of behavioral education is that interactive training produces superior retention compared with reading. However, this has not often been directly tested and never with practical occupational information in working adults. Adults from diverse occupational backgrounds learned the principles of proper respiratory protection presented (a) in a book, (b) on a computer monitor, (c) through interactive computerized training consisting of textual information and illustrative pictures followed by quizzes and feedback, or (d) passively viewing the information and quizzes in Condition c on a computer monitor. Interactive training produced significantly more correct test answers at immediate posttraining, 1 week, and 2 months. This study demonstrated the superiority of interactive training for teaching occupational safety and health information in working adults.

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The suitability of computer-based instruction (CBI) for workers with limited education was evaluated in an Hispanic orchard workforce that reported little computer experience and 5.6 mean years of formal education. Ladder safety training was completed by employees who rated the training highly (effect size [d_gain] = 5.68), and their knowledge of ladder safety improved (d_gain = 1.45). There was a significant increase (p < 0.01) in safe work practices immediately after training (d_gain = 0.70), at 40 days post training (d_gain = 0.87) and at 60 days (d_gain = 1.40), indicating durability. As in mainstream populations, reaction or affective ratings correlated well with utility ratings, but not with behavior change. This demonstrates that an agricultural workforce with limited formal education can learn job safety from CBI and translate the knowledge to work practice changes, and those changes are durable.

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