CAI Program Research Articles

SYMBAD, a CAI program for teaching the symbolic addition method

SYMBAD, a CAI program for teaching the symbolic addition method

NOTE ON TWO CAI SIMULATION PROGRAMS UNDER DEVELOPMENT FOR THE SYNTHESIS AND ANALYSIS OF ARABIC VERBAL AND DEVERBAL FORMS

The CAI programs under development deal essentially with the verbal and deverbal morphology of Arabic, ie, with the synthesis and analysis of Arabic verbal and deverbal forms. We are presently (June-September 1990) working on two CAI programs, respectively concerned with: (a) verb-forms, and (b) the related 'derived' or 'deverbal' nouns, ie, here, the nomen verbi (maodar), the nomen agentis (ism alfae'il), the nomen patientis (ism almaf'°l), the adjectives which are assimilated to participles (Oifa mufabbaha), the nomen loci et temporis (ism almakaen wa'zzamasn), intended for university students. Each CAI program consists of two parts: (a) exercises and tests dealing with the different knowledge subsystems involved, and global exercises and tests apprehending the overall knowledge acquired by the learner. Tests include the possibility for the program to evaluate the learner's performance. The exercises are based on the concept of simulation as developed in the SAMIA research program. (b) Information on the general structure of Arabic verbal and deverbal morphology, as well as the rules involved in the various sub-systems considered, is given in courses introduced through a sort of hypertext, the learner can resort to whenever he or she feels necessary (Akaichi, 1990). Two utilities programs have been conceived: (1) A data base system allows the users to create, consult and update the lexical data base associated with the two above mentioned CAI programs.

The Effects Influenced by Mastery Learning with CAI Program for Arithmetic Assignment Statement Change for Correct Answer Rate and Necessary Time

The Effects Influenced by Mastery Learning with CAI Program for Arithmetic Assignment Statement Change for Correct Answer Rate and Necessary Time

The Genisys Program: Linking Content Area Knowledge to Problem Solving Through Technology-Based Instruction

Genisys is an advanced CAI program that teaches remedial and mildly handicapped students how to solve complex earth science problems. The program builds on a 35-lesson videodisc course Throughout the course, students learn important content area knowledge such as mass and density, the rain cycle, convection, and the rock cycle After every five videodisc lessons, students apply this knowledge to challenging problem-solving exercises in the Genisys program. Genisys uses multiple rules for giving feedback, recycling missed exercises, and diagnosing underlying deficits in content area knowledge The details of Genisys, as well as relevant videodisc research, are presented in this article.

Simple and time‐saving computer programs for chairside assistants

The purpose of this study was to test the hypothesis that CAI used at low cognitive levels is as effective and motivating as conventional teaching, while requiring fewer teacher resources. Seventy-six chairside-assistant students were randomly allocated to either a CAI-group or a control group receiving conventional teaching. The subject taught was the clinical armamentarium and its use. A performance and attitude test was given to both groups. Time used for constructing the CAI program and for conventional teaching was registered. The results confirmed the hypothesis.

An Expert System Construction Approach to CAI Development

AbstractComputer-assisted instruction (CAI) has long been used to facilitate teaching and learning in academic institutions. The slow growth in the use of CAI can be attributed to a number of factors. Paramount among these are the lack of intelligence in most traditional CAI, and the lack of very high-level programming tools which allow experienced teachers to develop quality courseware quickly and comparatively inexpensively. This paper describes a prototype expert system construction environment for developing CAI programs having an expert system architecture. With such an environment, the development of a CAI program would entail merely the construction of a knowledge base for a subject domain. Examples are used to highlight certain features of the underlying CAI. Such an expert system approach to CAI development is cost-effective, and the underlying CAI has innovative applications in the educational arena and can forgo some of the drawbacks of traditional CAI.

INNOVATIONS: LSM Infomaster: A HyperCard CAI program on a Macintosh network

Historique, description et perspectives d'un programme d'enseignement assiste par ordinateur sur l'utilisation de la bibliotheque des sciences et de medecine de l'Universite de Rutgers

Applying artificial intelligence insights in a CAI program for ?open sentence? mathematical problems in primary schools

Elementary school children are often unclear which operations to use when tackling mathematical problems of the “open sentence” kind (e.g. 3+*=7). We give details of (a) some of their “impasse-repair” and other problem-solving strategies; (b) computer models of knowledge and misconceptions underlying those strategies; and (c) a CAI program which can identify strategies and remedy gaps in knowledge and misconceptions. Tests of that program with second graders in five schools over six weeks indicate that one third profited significantly. The results are further discussed. 1. Jacobijn A. C. Sandberg, is now at the Department of Social Science Informatics, University of Amsterdam, The Netherlands.

Software Reviews : Clinical Interview. the Mental Health Series Publisher: Clinical Interviews, Inc., 7025 East Lake Road, Box 69, Willard, NY 14588 (telephone: 607-869-5955) Year of Publication: 1986 Materials: One floppy disk, nine-page xeroxed manual Price and Availability: Commodore 64, $30; Apple II + /IIe, $40; MS DOS (IBM and compatibles), $40; shipping and handling, $2.50 System Requirements: For MS

CLINICAL INTERVIEW is a computerized simulation of five patients with mental health problems. Students learn nondirective interviewing skills by typing questions that are answered by the simulated patients. After the interview, the students are told the number of times they used inappropriate words in their questions and the number of topics they covered. Unfortunately, the computerized patients frequently answer in nonresponsive ways. Furthermore, the strong language will offend some. While students liked this CAI program, other methods seem better suited to teaching interviewing skills.

Using computer technology to teach and evaluate prewriting

The purpose of this research was to determine whether computer-aided instruction may be effectively utilized in stimulating prewriting composition when the CAI is based upon (1) conceptual (cognitive) strategies, (2) “data-driven” guidance (resulting from CAE techniques), and (3) recent findings in tutorial strategies research. If this specifically designed CAI is as good a means of prewriting instruction as personal tutoring and a better means than classroom instruction, then the practical and economical implications may be weighed in a decision to use such techniques. Forty-three college freshmen in three basic writing classes participated in this study. One class was exposed to a CAI medium, the other two either to a human tutor or to classroom instruction. A computer-aided evaluation of previous essays provided focus, and other intellectual processing cues provided information on an expository topic; this “database” was then used to construct a CAI program to encourage “specificity” and “depth of intellectual processing“ in students' prewriting composition. The program also possessed and was designed to provide “conceptual guidance” through the use of five heuristic procedures; thus it contained two key elements that a human tutor would possess in working with a topic—knowledge of the topic, and a means for eliciting that knowledge from the tutee. The second treatment method used consisted of instruction by human tutors, utilizing the same methodology. The control for the study consisted of a classroom instruction group. Results showed the CAI group demonstrating gains in every category of measurement utilized in this study, and its performances was significantly better than both the tutorial group on two of the post-test measures. The CAI group was superior, through not significantly, on post-test performances in every category used in the study except fluency.

Feedback Procedures in Computer-Assisted Instruction

AbstractThe relative effectiveness of six different feedback conditions in computer-assisted instruction was investigated. Ninety high school freshmen and sophomore algebra students were randomly blocked into six groups according to a mathematics achievement test. Each group completed a CAI program designed to teach an algorithm for solving algebraic equations of one variable, with each group receiving one of the following feedback conditions after errors: a) knowledge-of-correct-response (KCR), immediate question review (IQR); b) KCR, next question (NQ); c) KCR, process explanation (PsE), IQR; d) KCR, PsE, NQ; e) knowledge-of-results (KR), IQR; or, f) KR, PsE, IQR. The findings replicated earlier research in showing the benefit of KCR over KR, but KR with PsE was as effective as KCR in correcting errors. KR, IQR (“Wrong. Try Again.”) was the least effective feedback procedure. Combining PsE with KCR did not produce an additive effect. Implications for educational research and practice are discussed.

Refining Computer-Based Invention through Computer-Aided Evaluation and “State-of-the-Art” Tutorial Design

The result of utilizing state-of-the-art tutorial research and of making maximum use of the hardware potential of even a microcomputer moves a CAI program far beyond “ad hoc frame-oriented CAI.” Such a system can effectively utilize the potentials inherent in the synthesis of computer technology and sound instructional design in producing a beneficial prewriting experience for the composition student that is not far removed from a similar experience guided by a human tutor. The present article presents the results of a comparison between the effectiveness of two methodologies of eliciting prewriting composition. Method one consisted of CBI that was based upon recent studies in tutoring and CAE techniques; method two consisted of the same methodology with only a different medium employed, that of personal tutoring. The principle question raised was whether or not the CBI method was as good a means of prewriting instruction as that resulting from human tutoring in stimulating prewriting composition.

Examining the Effects of Varied Computer-Based Reinforcement on Self-Esteem and Achievement: An Exploratory Study

In the present study, the effects of judgmental and non-judgmental CAI on the self-esteem and mathematics achievement of remedial junior-high students were examined. Each of 44 students was given a self-esteem pretest. The subjects completed a basic mathematics facts drill and practice CAI program with varying degrees of judgmental feedback, and were posttested on the self-esteem scale. Although no statistically significant differences were found among the treatment groups, this result was more likely due to the short-term nature of the study, rather than an absence of a relationship between judgmental feedback and learner self-esteem.

Development and Try-out of CAI Program for the Student-Teacher Education through Programming based on the Provisions of the Fundamentals of Education Act

Development and Try-out of CAI Program for the Student-Teacher Education through Programming based on the Provisions of the Fundamentals of Education Act

Application of task analysis to the design of CAI programs.

Given the greater variability with respect to English and math entry behaviors of postsecondary hearing-impaired students, the use of the microcomputer and task analysis in instructional design will afford a greater degree of instructor control, individualization of instruction, and more rapid diagnosis of student weaknesses. Utilization of task analysis in designing instructional concepts begins by specification of the task. This is followed by an information-processing analysis to identify the sequence of decisions and steps involved in implementing the task. Next, task classification is carried out to determine the types of learning skills that will be enhanced through successfully performing the task. Learning task analysis consists of identifying the enabling objectives. These are specific statements of the skills that will be learned in the course of progressing through the CAI program. Finally, specification of the required entry behaviors and development of a criterion-referenced test to evaluate the task performance and provide information for modification of the computer instructional design are conducted.

Getting in the right mood: A CAI program on the subjunctive in French

Getting in the right mood: A CAI program on the subjunctive in French

Teaching mathematics through programming in the classroom

An experiment in teaching mathematics to nearly 90 secondary school children, with the aid of microcomputers, has been running in an Edinburgh classroom since August 1980. The 6 TERAK microcomputers are being used in a way that is unconventional in CAL terms; they are being used by the children themselves to experiment with mathematical processes, in a new version of the LOGO language specially written for this investigation. Using these microcomputers in such a way allows the children to develop useful planning and ‘debugging’ talents, as well as helping them towards an understanding of the structure implicit in particular mathematical topics. This paper describes the early stages of the investigation, and argues in favour of using microcomputers in schools to provide pupils with constructive general-purpose modeling tools, in addition to the more conventional type of CAI program that is directed towards a particular topic in a particular subject. The description of the investigation falls naturally into three parts: details of the version of LOGO being used, a short account of the background to the whole project and an explanation of how it fits, in practice, into the childrens' normal mathematics lessons.

A CAI Program Library for the COPY Statement.

A CAI Program Library for the COPY Statement.

Modeling the student and the discipline in CAI drill and practice

Models built into computer assisted instructional courses have several advantages. They make the underlying theoretical assumptions more explicit and, at the same time, give a clearer direction to the actual development of the CAI program. The purpose of this discussion is to present some of the areas in which models have had an implicit or explicit impact and to indicate how our current work is focused by these efforts. The main purpose of the modeling discussed here is to provide better, more effective instruction (models of the learner) with substantially generated curriculum (models of the discipline). The drill and practice context is emphasized because that is one with a history of models in both areas and one which has demonstrated potential.

Modeling the student and the discipline in CAI drill and practice

Models built into computer assisted instructional courses have several advantages. They make the underlying theoretical assumptions more explicit and, at the same time, give a clearer direction to the actual development of the CAI program. The purpose of this discussion is to present some of the areas in which models have had an implicit or explicit impact and to indicate how our current work is focused by these efforts. The main purpose of the modeling discussed here is to provide better, more effective instruction (models of the learner) with substantially generated curriculum (models of the discipline). The drill and practice context is emphasized because that is one with a history of models in both areas and one which has demonstrated potential.