Computer-assisted Instruction Lesson Research Articles

Development of Computer-Assisted Instruction Lesson on Immune System Organs and Immune System Diseases

Recent advances in computer technology have led to the creation and development of computer-assisted instruction (CAI), which are rapidly assuming a prominent role in many fields of education. The development process includes analyzing lesson and users, designing computing lesson and assessment techniques, constructing computing lesson and assessment tools, and evaluating the lesson through users feedback. In this work, we aim to (i) Develop computer-assisted instruction of immune system organs and immune system diseases, and (ii) Examine efficiency of the developed CAI. A total of 142 secondary school students was involved in the study. Pretest-Posttest and Satisfaction questionnaire for the students towards the CAI were used as research instruments. The quantitative data was analyzed by t-test, and the qualitative data was analyzed by content analysis. The paired-sample t-test indicated a significant enhancement of students’ understanding after the using of developed instruction at .05 significant level. Moreover, the students were very satisfied with the developed CAI.

PENGEMBANGAN PROGRAM CAI DENGAN STRATEGI REMIDIASI KESALAHAN

Abstract The purpose of this research was to develop, to evaluate, and to investigate the effectiveness of error remediation CAI lesson. The CAI lesson was developed using error remediation strategies. An experimental study involving 30 students of electrical department at vocational college of FPTK IKIP Yogyakarta was conducted. Questionnaires, evaluation sheets, and achievement tests were used to gather data. The validity and reliability of the research instrument were establish. There were 75% to 94% of the students expressed that the CAI lesson concerning four aspects: subject matter, presentation, student interaction and program interaction were good. The achievement of the students using the error remediation CAI lesson was higher significantly (α=0.05) than those of the students using the regular SPR lesson. Keywords: computer-assisted instruction (CAI), error remediation, tutorial

Cognitive Styles and Feedback in Computer-Assisted Instruction

Feedback during student practice is considered a fundamental component of well-designed computer-assisted instruction (CAI). This project focuses on the appropriate applications of feedback in a CAI lesson which teaches knowledge bases and concepts. The student's learning style/characteristics are a factor in the process. The project follows a 4 × 2 design which includes a pretest, intervention, posttest, and delayed posttest model. The factors of the design are feedback (KCR, KCRI, KOR, KORI) and learner characteristics (field dependent, field independent). The learners, freshmen cadets at the USAF Academy, were assigned to treatment groups via stratified random sampling. Stratification was based on pretest scores of prior knowledge and learner characteristics. The results of the primary intervention, level of feedback, were statistically significant, favoring increasing levels of information feedback. This article also provides instructors, instructional designers and authors of computer-assisted instruction useful methodologies for implementing the results in instructional products.

COMPUTER‐ASSISTED INSTRUCTION AND THE OLDER‐ADULT LEARNER

Though computer‐assisted instruction (CAI) has been widely accepted as an instructional strategy in a variety of settings and with special populations, the computer has been largely ignored as an education method for older adults. CAI has salient features that are compatible with older‐adult learner characteristics. Furthermore, previous studies involving older adults and the use of computers have shown that applications and uses of computer technology are well accepted by the older adults when the application is meaningful and enhances their quality of life. This study investigated the effectiveness of a CAI lesson with 120 older adults ages 60 to 89. The subjects agreed to participate in a trial of an individualized health lesson. Learning was assessed with a pre‐ and post‐test on knowledge about stroke control. In addition an opinion survey was administered before and after the lesson to determine the participants’ perceptions of computers and computer lessons. Results showed that they had significantly higher scores on the posttest as well as more positive opinions about computer instruction after the computer lesson. Demographic characteristics such as age, educational levels, and previous experience with a keyboard were not related to learning achievement. The findings of the study show that computer‐assisted instruction is an acceptable and viable education strategy for older‐adult learners and that CAI should be further explored with this segment of the population.

Effects of Feedback and Mandatory Practice on Learning to Spell during Computer-Assisted Instruction

College students were given a computer-assisted instruction lesson in psychology. The lesson required the use of 30 words difficult to spell in responding to questions presented throughout the lesson. Feedback to students' responses took one of three forms: (1) No feedback for misspellings of otherwise correct answers, (2) Feedback about the correct spelling of incorrectly spelled words, and (3) Feedback with practice in which students engaged in mandatory practice of an incorrectly spelled word until the word was spelled correctly. There were no significant differences across treatments on an unanticipated spelling test over the difficult words given after a 3- to 6-day interval. However, students in the no-feedback and feedback groups were over-confident about the accuracy of their spellings, while the feedback-with-practice students were under-confident, with this difference being statistically significant. A possible advantage of feedback and practice over feedback alone is discussed.

PILOTing Courseware

The declining costs of microcomputers will enable counselor education programs to take advantage of this medium in developing instructional programs and units. PILOT, an amazingly simple computer language, is outlined for producing computer‐assisted instruction (CAI). Authoring systems that internally contain the logic and programming necessary for the development of CAI lessons are discussed. Applications for training, especially simulations, are included.

The Effects of Choice and Control in Computer-Assisted Language Learning in Teaching Supplementary Grammar to Intermediate Students of ESL and to Remedial English Students at the College Entry Level

0 Several studies in the past fifteen years have measured the effectiveness of computer-assisted instruction (CAI), and many of these studies have been reviewed (see Vinsonhaler and Bass [1972]; Jamison, Suppes, and Wells [1974]; Edwards, Norton, Taylor, Weiss, and Dusseldorp [1975]; Kulik, Kulik, and Cohen [1980]; and Kearsley and Seidel [1983]). These surveys generally conclude that CAI is equal to or better than instruction with traditional media, and that this parity is accompanied by reductions in the time needed for instruction and by moderately favorable student attitudes toward computers. Nevertheless, there are many omissions in the studies surveyed above. For one thing, few were done at the college level. Kulik et al. (1980) were able to find only 59 studies at the college level meeting certain research criteria. Another omission is lack of attention to cognitive and affective variables in almost all of the studies in CAI which have been done to date. Boettcher, Alderson, and Saccucci (1981) find only two studies besides their own specifically addressing cognition with regard to CAI-a crucial omission if one contends that CAI is an appropriate vehicle for cognitively based approaches to teaching. There are also omissions in the research concerning certain experimental settings. Kulik et al. (1980) found that no studies whatsoever had been done at the college level using CAI lessons that were stand-alone units (i.e., not part of a larger course of study) and which were meant to supplement work done in class. Only 8 of the 59 studies surveyed were stand-alone units meant to replace a teacher, and only 3 of these were tutorials. None of these 8 studies dealt with language. A final omission in the research is an examination of variables within the CAI lessons themselves. Jamison et al. (1974) cite only two studies, one in programmed instruction (PI) and the other in CAI, comparing variables

An Investigation into the On‐Line Teaching of Programming Languages

Abstract This paper describes an investigation into the teaching of a programming language by methods of computer‐assisted instruction (CAI). The subjects were first‐year university students who were divided into groups to enable comparisons to be made first between CAI lessons and conventional lectures and secondly between on‐line examples sessions and the usual demonstration classes. The selection into groups were determined mainly on the student's performance in a programming aptitude test but other factors such as previous programming experience, availability and objections to the methods of instruction were considered. All students were given a post‐test in an effort to determine how much they had assimilated during the week. An analysis of covariance on these two scores gives estimates of the effects of placement in a particular group. Conclusions are drawn and suggestions made as to how future investigations should be made in the light of this experiment.