This study assessed the relationship between CBT developers\u27 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\u27s Multiple Intelligences Development Assessment Scales (MIDAS), a screening instrument that is designed to determine the students\u27 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\u27 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\u27 needs rather than to designers\u27 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
