| Abstract: | Studies concerning student preferences and student learning as a function of the instructional design and delivery of a computer‐based teaching (CBT) module are presented. The studies were conducted in conjunction with the development of twenty‐one CBT modules for an Introduction to Manufacturing Processes laboratory that emphasized metal removal. Study results indicate there is no statistically relevant difference in learning between students using material presented with traditional multimedia (35 mm slides and cassette tapes) and the identical material presented with digital multimedia. Engineering students' preferences for interface design and audio‐visual information presentation are also presented. The most important result is that learning outcomes of a reader‐driven CBT module were found to be statistically lower than those associated with author‐driven CBT module, especially for average and below‐average students. These results suggest that if students must absolutely understand material, e.g., laboratory safety, the CBT should be author‐driven. Based on these results, we speculate that average and below average engineering students are more linear learners. A hybrid scheme, where information presentation transitions from an author‐driven to a reader‐driven environment may help weaker students develop better non‐linear, open‐ended problem solving skills. |
