Abstract
The evaluation of a computer-based learning package is described, in which the resource was used for primary delivery of first-year physics courses in six universities. The results presented show that the computer-based method performs marginally better than traditional teaching methods, particularly for weaker students. Pedagogic and implementational issues arising from this evaluation are discussed. Significant changes introduced to the package as a result of an earlier formative evaluation are described where these were seen to be critical to the success of this study.
Published Version
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