A Comparison of the Effects of Logo and a CAI Learning Environment on Skills Acquisition

Abstract

The present study investigated the impact of computer-based environments in enhancing a particular set of cognitive outcomes. Of specific focus was a comparison between a Logo and a more traditional CAI context in promoting one's ability to follow directions and construct directions in the process of solving problems. Forty-four fourth-grade students were randomly assigned to one of the two treatment groups. Subjects engaged in group discussions and hands-on computer activities over a five-week period. In the Logo group subjects essentially tested programming techniques in constructing a variety of structures. The CAI group worked with similar stimuli, but in a “program-directed” format. Results demonstrated higher posttest achievement in the Logo group's ability to formulate directions in different instances. However, the following direction performances were essentially the same for both groups. The study raises important theoretical issues regarding the role of specific types of features of computer-based environments in effecting different types of cognitive as well as affective outcomes. Of particular note are the merits of such research to generate new hypotheses about CBI contexts adapted to meet individual differences in learning.