Preferences and learner control over amount of instruction.

This study examined the effects of assigning high school students to a computer-delivered geometry program that either matched or did not match their preferred amount of instruction as measured by a preprogram questionnaire. Students could adjust their program length by adding screens in a lean version of the program or by bypassing them in a full version. Matching students with their preferred program length did not produce improved posttest achievement and was particularly ineffective with students who preferred a low amount of instruction. The full version of the program was somewhat more effective than the lean version, primarily because of the better performance of low-preference students in the full version (mismatched) than in the lean one (matched). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learner control and achievement in science computer-assisted instruction.

Theorists and researchers have suggested that some degree of individual control is an important and necessary instructional component. Students may better learn how to learn through making instructional choices and may feel more intrinsic motivation for learning, which ultimately results in better performance. In this study, learner and program control of content review were provided in science computer-assisted instruction (CAI). The instruction was completed by 98 eighth-grade students. Results indicate that students under learner control scored higher on the posttest than those under program control. Reading ability accounted for the highest proportion of variance in posttest scores. No differences were noted in time to completion between treatment groups. The overall results suggest that students given limited control over instruction can adjust their study behaviors appropriately and achieve greater learning in the same amount of time than can students not given such control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A study of computer-assisted instruction in industrial training.

To test the feasibility of remote computer-assisted instruction as an industrial training technique, 79 newly hired electronic technicians received their required training in basic data-processing principles through programed texts, the standard method used for this presentation. 25 equivalent students received the same training through a keyboard-operated terminal device linked remotely to an IBM 1440 computer system. No significant differences in examination scores were obtained; however, there was a significant saving (approximately 10%) in the time required to complete the course. On an attitude questionnaire administered subsequent to the courses, both groups rated their respective method of instruction as approximately equal to regular classroom techniques in terms of effectiveness and desirability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Projecting student trajectories in a computer-assisted instruction curriculum.

Proposes 10 models for predicting a student's final grade placement in a computer-assisted instruction curriculum from the time the student spends taking lessons. Using data from approximately 2,000 elementary students, the models are tested both for ability to predict final grade placement and for ability to describe all points observed throughout the year. Two of the simplest models, using only the most recent point and parameters estimated for the whole group, are best at prediction. The power function model with all parameters estimated individually for each student, while relatively poor at prediction, is best for describing all observed points. Several methods for predicting the amount of time a student will spend taking lessons during a year are also tested. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Incorporating learner experience into the design of multimedia instruction.

In Experiment 1, inexperienced trade apprentices were presented with one of four alternative instructional designs: a diagram with visual text, a diagram with auditory text, a diagram with both visual and auditory text, or the diagram only. An auditory presentation of text proved superior to a visual-only presentation but not when the text was presented in both auditory and visual forms. The diagram-only format was the least intelligible to inexperienced learners. When participants became more experienced in the domain after two specifically designed training sessions, the advantage of a visual diagram-auditory text format disappeared. In Experiment 2, the diagram-only group was compared with the audio-text group after an additional training session. The results were the reverse of those of Experiment 1: The diagram-only group outperformed the audio–text group. Suggestions are made for multimedia instruction that takes learner experience into consideration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Models of individual trajectories in computer-assisted instruction for deaf students.

Describes a quantitative theory of student trajectories in a computer-assisted instruction course. The theory rests upon qualitative assumptions about information processing, from which a stochastic differential equation can be derived. The differential equation is characteristic of the course, but the constants of integration are estimated separately for each student. The fit of data from 297 deaf 1st-7th graders to theory is reported in terms of the standard scale of grade placement. The mean of the mean standard errors averaged across Ss was .046, which represents a relatively close fit of data to theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interactions of learner characteristics with the difficulty level of the instruction.

Investigated 152 college students' learning from programmed materials varying in redundancy and difficulty level. Measures employed were the Test Anxiety Scale, Achievement Motivation subscale (Personality Research Form), and Scholastic Aptitude Test Verbal and Quantitative subscales and total score. Ss with high achievement needs and low fear of failure did increasingly better on the posttest as the instructional difficulty increased from 6.9 to 40.0% errors. The low-need-achievement, high-fear-of-failure group's performance decreased with an increase in difficulty. Cognitive ability interacted with instructional variables, so that the group scoring high on the Scholastic Aptitude Test performed better than the low when the instruction entailed more errors and less time on task. Qualifications, implications, and the need for considering relevant learner characteristics when prescribing optimal instruction are discussed. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Increasing technical training efficiency: Peer training via computer-assisted instruction.

Conducted 2 studies of peer training via computer-assisted instruction (CAI) in the technical training of electronics in the military. Ss were 182 male US Air Force personnel. Study 1 compared a peer-trained CAI group (n?=?72) to both an individually trained CAI group (n?=?55) and a conventionally trained group (n?=?55). Results indicate no differences in achievement levels, but the mean training times of both CAI groups were significantly less than that of the conventionally trained group. The mean peer-trained CAI training time was significantly lower than that of the individually trained group, and the variability of training time was also significantly lower. Study 2, using the peer-trained subsample from Study 1 and an additional 48 Ss, investigated optimum pairing strategies. Ss were paired for training based on their previously demonstrated ability. Pairing strategies did not affect individual achievement scores, but some strategies were consistently superior in reducing training times. Implications of CAI peer training in both military and civilian technical training are discussed. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of cooperative, competitive, and individualistic goal structures on computer-assisted instruction.

Investigated the impacts of computer-assisted cooperative, competitive, and individualistic instruction on student achievement and attitudes. 71 8th graders were randomly assigned to conditions stratified for sex and ability. 24 Ss (13 boys and 11 girls) were assigned to the cooperative condition, 22 Ss (11 boys and 11 girls) to the competitive condition, and 25 Ss (14 boys and 11 girls) to the individualistic condition. In all conditions Ss completed the same computer-assisted instructional unit. Results indicate that computer-assisted cooperative instruction promotes greater quantity and quality of daily achievement; more successful problem solving; and higher performance on factual recognition, application, and problem-solving test items than does computer-assisted competitive or individualistic learning. The girls' attitudes, compared with the boys', were adversely affected within the competitive condition. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using computer-assisted instruction to personalize arithmetic materials for elementary school children.

Fifth- and sixth-grade children studied one of three versions of a computer-assisted lesson on division of fractions. In one version, examples were personalized by incorporating information about the student (friends, interests, and hobbies) into the problem contexts. In the two other versions, concrete (realistic but hypothetical) contexts and abstract contexts were used. Experimental outcomes favored the personalized-context group over one or both of the other groups in solving standard problems and transfer problems, in recognizing rule procedures, and in task attitudes. In supplemental analyses, we examined influences on achievement of gender, age, and aptitude-treatment interactions based on California Achievement Tests scores. Results are interpreted as suggesting the benefits of personalized examples for motivation and meaningful learning of problem-solving procedures. Practical advantages of the computer-based model for adapting instruction are also considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of computer-assisted instruction in using formal decision-making strategies to choose a college major.

Compared the effects of using formal decision-making strategies on the quality of students' decisions about choice of a college major. The interaction of students' decision-making characteristics, stage, and style on treatment outcomes was also examined. University freshmen (n?=?113) were randomly assigned to 3 groups: the Elimination by Aspects Strategy (EBA), the Subjective Expected Utility Strategy (SEU), and the control group. The results showed that the "rational" decision style students who used the EBA scored significantly higher on choice certainty. They also scored lower on choice anxiety and career indecision than rational style students in the control group. The "explorers" who used the EBA sought more information than their counterparts in the control group. Rational style students who used SEU scored significantly higher on cognitive complexity than their counterparts in the control group. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effectiveness of computer-assisted instruction in increasing the rate of universal precautions--related behaviors

BACKGROUND: With widespread noncompliance to universal precautions well established, an experimental study was designed to compare the rate of universal precautions--related behaviors between nurses who participate in computer-assisted instruction. This study also explored the relationship between rates of universal precautions--related behaviors and subjects' demographic and experiential characteristics and history of occupational blood-borne exposure. METHODS: Data were collected by using a questionnaire to elicit information as to subjects' demographic and experiential characteristics and history of occupational blood-borne exposure. The Universal Precautions Assessment Tool was used to gather data on rates of universal precautions--related behaviors on two groups of registered nurses with 30 subjects per group. RESULTS: By using analysis of variance, the null hypothesis was rejected. The intervention used in this study did increase universal precautions--related behaviors. Multiple regression was used to analyze the research question and none of the variables were significant. Forty (67.8%) subjects reported receiving a needlestick or cut caused by a needle or sharp that was actually or potentially contaminated with blood or body fluids. Of these exposures, only one patient was known to be HIV antibody positive. CONCLUSION: Replication studies using computer-assisted instruction interventions are needed as are studies aimed at exploring other potentially effective interventions.     

Acquisition of understanding and skill in relation to subjects' preparation and meaningfulness of instruction.

4 experiments examined effects of a total of 224 college students' aptitudes, preinstructional experience, method of instruction, and differences among posttest items. Instruction that emphasized meanings of concepts led to better performance on posttest items requiring understanding, but Ss with emphasis on computation performed better on simple problems. Ss with higher measured aptitudes directly relevant to instruction or given relevant preinstructional experience had more success in meaningful instruction than did Ss with lower aptitude scores, but little or no aptitude difference was found for instruction emphasizing algorithms. 2 kinds of operations were distinguished-identifying relevant information in the problem situation and carrying out computations. The former appears more closely related to conceptual understanding, the latter to computational skill. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nonsymbolic, approximate arithmetic in children: Abstract addition prior to instruction.

Do children draw upon abstract representations of number when they perform approximate arithmetic operations? In this study, kindergarten children viewed animations suggesting addition of a sequence of sounds to an array of dots, and they compared the sum to a second dot array that differed from the sum by 1 of 3 ratios. Children performed this task successfully with all the signatures of adults' nonsymbolic number representations: accuracy modulated by the ratio of the sum and the comparison quantity, equal performance for within- and cross-modality tasks and for addition and comparison tasks, and performance superior to that of a matched subtraction task. The findings provide clear evidence for nonsymbolic numerical operations on abstract numerical quantities in children who have not yet been taught formal arithmetic. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interaction of general, fluid, and crystallized ability and instruction in sixth-grade mathematics.

Three groups of 180 6th graders were measured on fluid and crystallized ability, given instructions capitalizing on 1 of the 2 abilities or no instruction (control), and pre- and posttested for achievement of the 2n subset mathematical rule. In a multiple regression analysis, using coded vectors and an a priori ordering of independent variables, pretest scores, general ability (sum of fluid and crystallized abilities), crystallized instruction, and the interaction of the crystallized treatment with general ability made significant contributions to the variance of the dependent variable. The distinction between the 2 types of ability as conceptualized in this study did not add significantly to the multiple correlation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Speechreading instruction for hard-of-hearing adults. Effects of training face-to-face and with a video programme

The effects of speechreading instruction were studied using a structurally planned training programme in two types of situations: in a face-to-face situation and by using videotapes viewed at home. Instruction was given only visually. Three speechreading tests were selected to monitor the efficacy of training: CID sentences. Helen questions and the tracking method. Two of the tests (CID and Helen) showed significant improvement in all three groups training speechreading. The tracking method, however, did not prove to be a reliable method for assessing the performance of a large group of subjects. The performances of the face-to-face groups and the video group did not differ significantly. The present study showed that training speechreading is advantageous and confirmed the effectiveness of tutored self-instruction at home.     

Locus of control and participation in a personalized system of instruction course.

Examined the relationship between locus of control and performance in a personalized system of instruction (PSI) course. Hypotheses tested were that (a) internals would complete the course faster and earn higher grades than externals and (b) change toward an internal direction subsequent to course participation would be evident. Rotter's Internal-External (I-E) Control Scale was administered to 179 college students prior to and upon completion of a PSI course in personality. The course contained standard PSI features in addition to variations in proctor influence. Although locus of control was not related to course performance, significant change toward an internal direction was observed (p     

Effects of practice and learner control on short- and long-term gain and efficiency

This study investigated the effects of practice opportunities and learner control on short- and long-term learning from a computer-based introductory statistics curriculum. In all, 380 participants were assigned to one of five conditions. The first four conditions differed in terms of the number of problems to solve per problem set. The fifth condition allowed learners to choose the amount of practice. A subset (n = 120) of the original participants returned for testing following a six-month interval. Overall, the fixed-practice conditions showed learning gains that varied in relation to the amount of practice (i.e., more was better). The data from the learner-control condition was unexpected, showing learning gains comparable with the most extended practice condition yet the fastest tutor-completion times. We discuss implications of these findings in relation to the design of efficacious instruction. Actual or potential applications of this research include the modification of computer-based instruction that can enhance individuals' learning efficiency and outcome scores.     

Adaptive control of learning time and content sequence in concept learning using computer-based instruction.

Investigated 2 independent variables associated with the design of instruction for coordinate concept learning to clarify the transition in memory between conceptual knowledge formation and procedural knowledge development. The 1st variable, display time interval, controlled the amount of instructional display time of each interrogatory example; the 2nd variable, content sequence, sequenced examples according to response-sensitive decision strategies effecting incorrect solutions. 72 11th graders who were randomly assigned to 1 of 6 instructional treatment conditions served as Ss in a 2?×?3 experimental design. Data analysis showed that adaptive-controlled display time groups needed fewer examples and less instructional time and performed better on the posttest and retention test than did the learner-controlled groups. For the 2nd variable, the combined generalization–discrimination strategy resulted in better on-task learning efficiency and test performances than each of these strategies separately. Findings are discussed in reference to concept teaching using a 2-phase concept-learning theory. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internal versus external locus of control and performance in controlled and motivated reading-rate improvement instruction.

Investigated the association of J. B. Rotter's (1966) Internal-External personality dimension and improvement in reading rate and comprehension in 4 reading instruction treatments and a 5th control condition with 50 college students. 2 approaches to reading-rate improvement instruction, the controlled and motivated approaches, were each conducted by 1 female and 1 male instructor. The motivated instruction was found to be more effective for increasing reading rate, without significantly affecting reading comprehension, than the controlled instruction. This result was consistent for controlled and motivated instruction, administered by different instructors, from the difference scores of the pre- and postadministration of Forms A and B of the Nelson-Denny Reading Tests and 2 history reading tests from the Robinson-Hall reading test series. Scores on Rotter's Internal-External Control Scale were significantly correlated with reading-rate improvement and reading-comprehension change only in the control group and involved only the results of the Nelson-Denny Reading Tests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)