Abstract
This study investigated the effects of two general approaches to the provision of learner control and of two types of incentive on achievement, use of options, time, and attitude using computer-delivered instruction. Posttest scores for the “FullMinus” treatment for learner control, where learners could selectively bypass elements of a full instructional program, were marginally higher than those for the “LeanPlus” treatment, where learners could opt to add elements to a core program (p=.052). The FullMinus treatment resulted in more positive attitudes while requiring no more time. Performance-contingent incentive groups had higher post-test scores than task-contingent groups (p<.05), with no greater investment of learner time and no negative effect on attitude. The findings relate directly to the design of instructional computer programs as well as to the design of future studies on learner control.
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