Effects of feedback, learner control, and cognitive abilities on state anxiety and performance in a computer-assisted instruction task.

1974 ◽  
Vol 66 (2) ◽  
pp. 247-254 ◽  
Author(s):  
Joe B. Hansen
Keyword(s):  
Cognitive Abilities ◽  
State Anxiety ◽  
Learner Control ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
And Performance ◽  
Effects Of Feedback ◽  
Assisted Instruction

Effects of Feedback and Mandatory Practice on Learning to Spell during Computer-Assisted Instruction

1986 ◽  
Vol 63 (2) ◽  
pp. 487-494 ◽  
Author(s):  
Jeanne Ellis Ormrod
Keyword(s):  
College Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Spelling Test ◽  
Correct Spelling ◽  
Effects Of Feedback ◽  
Assisted Instruction

College students were given a computer-assisted instruction lesson in psychology. The lesson required the use of 30 words difficult to spell in responding to questions presented throughout the lesson. Feedback to students' responses took one of three forms: (1) No feedback for misspellings of otherwise correct answers, (2) Feedback about the correct spelling of incorrectly spelled words, and (3) Feedback with practice in which students engaged in mandatory practice of an incorrectly spelled word until the word was spelled correctly. There were no significant differences across treatments on an unanticipated spelling test over the difficult words given after a 3- to 6-day interval. However, students in the no-feedback and feedback groups were over-confident about the accuracy of their spellings, while the feedback-with-practice students were under-confident, with this difference being statistically significant. A possible advantage of feedback and practice over feedback alone is discussed.

Learner-Control Effects: A Review of Reviews and a Meta-Analysis

1996 ◽  
Vol 15 (2) ◽  
pp. 157-174 ◽  
Author(s):  
Richard P. Niemiec ◽  
Christian Sikorski ◽  
Herbert J. Walberg
Keyword(s):  
Effect Size ◽  
Learner Control ◽  
Meta Analysis ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Optimal Conditions ◽  
Average Effect ◽  
Average Effect Size ◽  
Review Of Reviews ◽  
Assisted Instruction

This article concerns the effects of learner control in computer-assisted instruction (CAI). After reviewing previous reviews of research on the topic, twenty-four studies of learner control were subjected to meta-analysis. The results of both the review and meta-analysis are equivocal. Several reviews indicate that learner control works less well with younger, less able students. Other reviews indicate that, given optimal conditions, learner control can work with any students. The meta-analysis, however, yielded an average effect size that was small and negative suggesting that the average student would be slightly better off without it. Although learner control has theoretical appeal, its effects on learning seem neither powerful nor consistent.

Learner Control Over Feedback as a Variable in Computer Assisted Instruction

1988 ◽  
Vol 20 (4) ◽  
pp. 310-320 ◽  
Author(s):  
Patrick J. Schloss ◽  
Paul T. Sindelar ◽  
G. Phillip Cartwright ◽  
Maureen A. Smith
Keyword(s):  
Learner Control ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction

scholarly journals Computer-Aided Instruction in Law: Theories, Techniques, and Trepidations

1978 ◽  
Vol 3 (1) ◽  
pp. 1-50 ◽  
Author(s):  
Roger Park ◽  
Russell Burris
Keyword(s):  
Student Attitudes ◽  
Legal Education ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
And Performance ◽  
Law Student ◽  
Assisted Instruction ◽  
The Impact ◽  
Education Process ◽  
Simulation Exercises

Legal education is only beginning to make use of the technological capabilities of computers as a medium for instructional design. In this article the authors show the applicability of computer-assisted instruction to law through programmed instructional techniques. They trace the two decades of development of computer-assisted instruction (CAI) in law, the use and misuse of the computer's capabilities, the impact of CAI on law student attitudes and performance, and the positive student endorsement. They carefully analyze the computer's capacity for use in memory drills, tutorial sessions, and simulation exercises. They do not offer an unrestricted endorsement of the computer's capabilities but hope for the continuing development of CAI in the legal education process.

Intelligent Computer Assisted Instruction Systems: The Nature of Learner Control

1986 ◽  
Vol 2 (3) ◽  
pp. 379-393 ◽  
Author(s):  
Philippe Duchastel
Keyword(s):  
Natural Language ◽  
Knowledge Base ◽  
Learner Control ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Potential Danger ◽  
Natural Language Interface ◽  
Instructional Adaptation ◽  
Assisted Instruction ◽  
Intelligent Computer

Learner control, which is contrary in spirit to the design philosophy underlying traditional CAI systems, is an important feature of most intelligent computer assisted instruction (ICAI) systems, as revealed through the learning dialogues they support. Such learner control is made possible by the natural language interface and the type of knowledge base incorporated in these systems. Such systems, it is argued, because they enable unplanned interactions with the learner and capitalize on student curiosity and motivation, can attain a much finer grain of individualization than traditional CAI systems can. The conceptual and affective requirements of instructional adaptation indicate the desirability of substantial learner control as well as the potential danger of overly strong tutorial guidance.

Learner control and achievement in science computer-assisted instruction.

1988 ◽  
Vol 80 (3) ◽  
pp. 299-303 ◽  
Author(s):  
Mable B. Kinzie ◽  
Howard J. Sullivan ◽  
Richard L. Berdel
Keyword(s):  
Learner Control ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Assisted Instruction
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