| Abstract: | Abstract As computers become more prominent in classroom instruction their modes of use are extending, for example as surrogate teachers in tutoring or as curriculum enrichment in simulation applications where students are more investigative in their learning methods. However, within the classroom such programs often have effects and are used in ways that were not always anticipated by their designers. This argues for computer assisted learning (CAL) environments in which the software is interactive but is able to adapt to different styles of learning and teaching. This paper argues for and describes the design principles of such environments, taking as illustration an application in the fraction domain. Following its implementation, initial evaluation data taken from school-children showed marked performance improvements, and indicated how design features of the system ( FRACTIONLAB ) contributed to their understanding. |
