Computer-assisted instruction and the individualization process

Abstract

The research evidence on computer-assisted instruction (CAI) is reviewed and assessed in terms of the conceptions of individualized approaches to the instructional process. The contributions of CAI to individually optimizing attentional processes, meaningful context, guided sequences of instruction, feedback procedures, retention, and assessment techniques are described. The utilization of CAI for manipulating learning attitudes, conceptual styles, personality traits, and interest patterns is reviewed in terms of empirical investigations and areas of future exploration. Implications for school psychological practices are elaborated.