Performance. In the context of this definition, performance refers to the ability of learners to use and apply the acquired new abilities. Historically, educational technology always has a special commitment to the result. Taking programming teaching as an example, this is the first process to be labeled as educational technology. Programming teaching materials are judged according to the degree to which users can achieve the "ultimate goal" after teaching. The ultimate goal is determined according to the actual conditions of people's training or education, and evaluated according to the performance of learners under these conditions.

Performance: The definition of performance here refers to the learners' ability to use newly mastered skills and apply them. Traditionally, educational technology has always paid special attention to performance, and the first programmed teaching named teaching technology is an example. The evaluation standard of programmed teaching materials is the performance of users to the' ultimate goal' after receiving guidance. The ultimate goal is to evaluate learners' performance according to the actual conditions of people's training or education.

The formulation of "improving performance" also strengthens the new connotation of learning: not only inert knowledge, but also available ability. The use of "achievement" in this definition does not mean that educational technology includes all forms of achievement improvement. As advocated in the related fields of performance technology, there are many different kinds of interventions that can be used to improve performance in the workplace: tools, incentives, organizational change, and cognition.

Support, job redesign, and guidance (Stolovitch and Keeps, 1992). Because it contains all these types of interventions, performance technology is a broader concept than educational technology.

The formulation of "improving performance" also enhances the connotation of learning: it is not inert knowledge, but usable ability. Using the definition of "performance" does not mean that teaching technology includes all forms of performance improvement. As advocated by performance technology in related fields, there are various measures to improve workplace performance: besides guidance, there are tools, incentives, organizational changes, cognitive support, job redesign, etc. (Stolovitch and Keeps, 1992). Because all these measures are included, performance technology has a broader concept than teaching technology.

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