Enhancing graph production skills via programmed instruction: An experimental analysis of the effect of guided-practice on data-based graph production

A computer-based graphing simulator used tutorial modules to teach 61 undergraduate college students how to create cumulative graphs from sets of data. One group was required to complete the steps of constructing an appropriate graph within a computer-provided graphical workspace, while the other group did not have graphic construction requirements during the tutorial, but could optionally construct the graph within the workspace. Following the tutorial instruction, each student was given three blank sheets of graph paper, a pencil, two sets of data, and the requirement of physically constructing graphs based on the given data. Students who were required to actively complete graph construction steps during their tutorial subsequently produced graphs from the new data that were significantly better than those students who had the option of practicing in the workspace. Results suggest that the presence of response contingencies within the graphical workspace increases subsequent graph construction performance. The efficiencies possible with electronic instruction are discussed.     

The effects of individually personalized computer-based instructional program on solving mathematics problems

This study investigated the effects of an individually personalized computer-based instructional program on the achievement and attitudes regarding mathematics computational problems and word problems of 104 middle school American students. Students were blocked by math entering knowledge based on pre-test scores, then randomly assigned to a personalized or non-personalized version of the computer-based instructional program. A significant two-way interaction (treatment by math entering knowledge) reflected that personalized higher-level math entering knowledge students and non-personalized higher-level math entering knowledge students had similar post-test scores but personalized lower-level math entering knowledge students scored significantly higher on the post-test than non-personalized lower-level math entering knowledge students. Another significant two-way interaction (math entering knowledge by problem type) reflected that students with higher-level math entering knowledge scored considerably higher on the computational problems than on the word problems while students with lower-level math entering knowledge scored significantly higher on the computational problems than on the word problems. Student attitudes were significantly more favorable toward the personalized computer-based instructional program.     

The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices

This paper examined the effects of an instructional approach known as Spatial Temporal Mathematics (ST Math) on teacher beliefs about mathematics teaching. Participants were 339 elementary teachers teaching grades 2–5 who were randomly assigned to a control or treatment group. Hierarchical linear modeling was used to determine the effects of the intervention on self-efficacy, outcome expectancy, and instructional practices using scientific reasoning. While the treatment did not yield significant effects in teacher outcomes, our secondary analysis indicated that time on ST Math and the integration of ST Math into daily instructions were positively associated with teacher efficacy and instructional practices using scientific reasoning. Implications of the results on teacher beliefs about mathematics teaching are discussed.     

Computer-based instruction and generative strategies: Conceptual framework & illustrative example

Adult students who are enrolled in higher education must experience computer-based instruction that is well-designed in terms of both efficiency and relevance. Published practical examples of processes that will result in such instruction are rare. This article begins by describing the needs of adult students who are enrolled in higher education. Then, this article describes a project in which Morrison, Ross, and Kemp’s (2004) curvilinear instructional design model was used to create computer-based instruction in the field of developmental mathematics. Both the design and development phases are described. The article concludes with implications for others who might use a similar approach in higher education.     

Computer-based tests: the impact of test design and problem of equivalency

Nowadays, computerized forms of psychodiagnostic methods are often produced without providing appropriate psychometric characteristics, or without proving equivalency with conventional forms. Moreover, there exist tests with more than one computerized versions, which are mostly designed differently. Study I focused on the impact of test design. It was found that even simple change of color scheme (light stimuli on dark background vs. dark stimuli on light background) had a significant effect on subjects’ performance. Study II examined equivalency of a computerized speeded test, which is broadly used within psychological practitioners in the Czech Republic; this form was found non-equivalent with its conventional counterpart.     

The effects of spatial contiguity within computer-based instruction of group personalized two-step mathematics word problems

This study investigated the effects of the spatial contiguity principle within computer-based instruction (CBI) of group personalized two-step mathematics word problems on the achievement and attitude of 98 sixth-grade predominantly Hispanic students. Students were randomly blocked by ability level based on their pretest scores to a spatially contiguous or non-spatially contiguous version of the CBI. The results revealed students who received the spatially contiguous treatment made significantly greater pretest-to-posttest gains than students who received the non-spatially contiguous treatment. In addition, lower-ability students made significantly greater pretest-to-posttest gains than higher-ability students. Findings from the student attitude survey revealed no significant difference in treatment responses to the two survey factors on CBI Satisfaction and Attitude About Math. Student comments from the open-ended questions on the attitude survey and the focus group interview indicated that the spatially contiguous version of the CBI was more helpful and less confusing than the non-spatially contiguous version.     

Benefits of adding anxiety-reducing features to a computer-based multimedia lesson on statistics

The present study examined the effectiveness of techniques intended to reduce anxiety as students learn mathematical content from a computer-based lesson. In a between-subjects experiment, students learned statistical rules through worked examples in a computer-based learning environment that either did (treatment group) or did not (control group) include anxiety reducing features—a coping message delivered through the lesson by an online pedagogical agent concerning how to manage feelings of anxiety, and prompts for expressive writing, in which students summarize their thoughts and feelings. An independent samples t-test showed that the treatment group, which received added anxiety-reducing features, showed higher accuracy than the control group on solving practice problems (d = 0.71) and retention problems (d = 0.63) and reported higher perceived effort on learning the multimedia lesson (d = 0.66). In addition, a standard multiple linear regression found that anxiety, self-efficacy, and cognitive load as a set predicted performance (R² = 0.56), with self-efficacy as the strongest predictor (β = 0.63). Adding anxiety-reducing features to an online lesson may encourage greater effort, which leads to better learning outcomes.     

Program tools for algorithm animation

This paper proposes graphics primitives for constructing programs for algorithm animation. Our experiments show that these primitives can reduce program development time. Future directions of the current research is also discussed.     

关于改进高校多媒体教学的几点建议

随着信息技术的发展和计算机技术的普及，多媒体教学已经广泛的引入课堂。本文就高校多媒体教学中存在的问题．提出几点建议。     

计算机辅助教学在《电子技术》课程教学现代化中的应用

随着科技的进步,计算机辅助教学日益普及。结合计算机辅助教学在《电子技术》课程教学中的应用,阐述了计算机辅助教学和《电子技术》课程教学现代化的关系。认为促进教学思想的更新和提高对教学技术现代化的认识是开展计算机辅助教学的前提和基础,同时,只有充分发挥计算机辅助教学的特有功能,才能全面促进教学技术现代化的进程。最后,提出了几点建议和思考。     

From course notes to granules: A guide to deriving Learning Object components

Learning Objects (LOs) remain a complex entity, particularly for novices, and creating the resources from the beginning can be a daunting prospect if there is no development team for collaboration. Multiple issues need to be considered, including how LOs are defined, how LOs are planned, granularity and reusability, and categorisation of LOs. The paper outlines these issues and offers a solution to assist novice creators of Learning Objects from existing materials. Using the Cisco Reusable Learning Object Strategy to define and plan the Learning Object, this paper proposes a task analysis to derive granules of learning material, matched to appropriate competency levels. Tests of these guidelines produced 586 potential information objects that are small, granular items, each with a prerequisite, an objective and a skill level.     

Abnormal situation correction based on controller reconfiguration

It is desirable to support operator activity in abnormal correction of chemical plants. Although fault diagnosis systems have very fertile grounds for theoretical and industrial development, multiple possibilities of faults are diagnosed. A countermeasure against one cause might be dangerous when used against another cause. A countermeasure might be effective to multiple causes. Countermeasure planning is necessary to complete fault diagnosis. An operator manipulates one variable while observing one variable in each countermeasure. It resembles the controller configuration of a single loop controller. An algorithm for controller reconfiguration is proposed for the first stage of countermeasure planning.     

Instructional efficiency of integrated and separated text with animated presentations in computer-based science instruction

This study deals with the instructional efficiency of integrating text and animation into computer-based science instruction. The participants were 84 seventh-grade students in a private primary school in Istanbul. The efficiency of instruction was measured by mental effort and performance level of the learners. The results of the study showed that processing integrated text and animation format in computer-based science instruction requires less mental effort than the separated format, and that the performance of the students in the group with integrated presentation format group is higher than that of students in the group with separated presentation format. Instructional efficiency of the integrated presentation group was found to be higher than that of the separated presentation group. Finally, there was no difference between the two groups for instructional time.     

An exploratory study using inexpensive electroencephalography (EEG) to understand flow experience in computer-based instruction

Flow is an optimal experience that results in intense engagement in an activity. In computer-based instructional environment, flow can be used to examine learning performance. We used questionnaire survey and electroencephalography (EEG) analysis to examine the influence of challenge-skill balance on the flow experience and influence of flow experience on learning performance in a computer-based instructional environment. The results showed that the flow experience of learners depends on challenge-skill balance of learning materials. The research explored the possibility of using an inexpensive non-medical EEG device to research the association between flow experience and challenge-skill balance in educational information systems.     

Learning style as an influence on the effectiveness of self-paced computer-assisted instruction: Preliminary results

Many have studied the relative effectiveness of self-paced, computer-assisted instruction. An experiment was conducted to investigate whether people of certain who exhibit certain learning styles are more successful using a self-paced instructional package. The preliminary results reported here indicate that differences in learning performance can be identified for different learning style categories (as measured by the Myers Briggs Type Indicator (MBTI).     

A hand-ergonomics training kit: development and evaluation of a package to support improved awareness and critical thinking

A need for a hand-ergonomics training kit has been identified to increase critical thinking concerning choice of hand tools. This study deals with the design, use and evaluation of a hand-ergonomics training kit for use in ergonomics training programmes. The effects on awareness of hand ergonomics among training course participants have been evaluated by means of a questionnaire and interviews at a car production plant in Sweden. The evaluation was carried out about one and a half years after training with the hand-ergonomics training kit. The training kit consists of a guide to practical exercises, equipment for measuring hand size and strength, examples of hand tools for use in practical exercises, equipment for testing and evaluating the hand tools and checklists and judgement forms for qualitative evaluation. In addition, the kit contains relevant scientifically based reference reports on hand ergonomics. The evaluation showed that the practical exercises with the hand-ergonomic training kit had, to a remarkable extent, increased individuals' awareness of anthropometric differences and of the importance of ergonomically well-designed hand tools. After the practical exercises with the training kit, communication within the plant when choosing hand tools seems to be based on objective criteria to a higher degree, however, the results indicate that this communication could be further improved.