Computer-assisted Instruction Materials Research Articles

Just enough, but not too much interactivity leads to better clinical skills performance after a computer assisted learning module

Background: Well-designed computer-assisted instruction (CAI) can potentially transform medical education. Yet little is known about whether specific design features such as direct manipulation of the content yield meaningful gains in clinical learning. We designed three versions of a multimedia module on the abdominal exam incorporating different types of interactivity.Methods: As part of their physical diagnosis course, 162 second-year medical students were randomly assigned (1:1:1) to Watch, Click or Drag versions of the abdominal exam module. First, students’ prior knowledge, spatial ability, and prior experience with abdominal exams were assessed. After using the module, students took a posttest; demonstrated the abdominal exam on a standardized patient; and wrote structured notes of their findings.Results: Data from143 students were analyzed. Baseline measures showed no differences among groups regarding prior knowledge, experience, or spatial ability. Overall there was no difference in knowledge across groups. However, physical exam scores were significantly higher for students in the Click group.Conclusions: A mid-range level of behavioral interactivity was associated with small to moderate improvements in performance of clinical skills. These improvements were likely mediated by enhanced engagement with the material, within the bounds of learners’ cognitive capacity. These findings have implications for the design of CAI materials to teach procedural skills.

A collaborative model for developing and maintaining virtual patients for medical education

There is great interest in using computer-assisted instruction in medical education, but getting computer-assisted instruction materials used broadly is difficult to achieve. We describe a successful model for the development and maintenance of a specific type of computer-assisted instruction – virtual patients – in medical education. The collaborative model's seven key components are described and compared to other models of diffusion of innovation and curriculum development. The collaborative development model that began in one medical discipline is now extended to two additional disciplines, through partnerships with their respective clerkship director organizations. We believe that the ability to achieve broad use of virtual patients, and to transition the programs from successfully relying on grant funding to financially self-sustaining, resulted directly from the collaborative development and maintenance process. This process can be used in other learning environments and for the development of other types of computer-assisted instruction programs.

A Comparison of Computer-Assisted Instruction and Traditional Classroom Lecture to Introduce the Occupational Adaptation Theory

The purpose of this study was to compare the effectiveness of computer-assisted instruction (CAI) and traditional classroom lecture (TCL). A randomized two-group pretest/posttest quasi-experimental design was used. Thirty first year students in a Master of Occupational Therapy program located in the southwestern United States were recruited. All participants were female, with a mean age of 25.8 years. Three percent of the participants rated themselves as novice concerning computer skills, 67% average computer skills, and 30% excellent computer skills. Two methods were compared for teaching the basic concepts of the Occupational Adaptation theory: lecture method in which the teacher follows a Power Point presentation, and an interactive, multimedia CD-ROM method, with the same Power Point presentation as lecture. There was no significant difference (p< .05) in baseline knowledge about the theory between the two groups. Results showed significant differences between the two groups in cognitive gains (p< 05.), with the CAI group demonstrating more cognitive gain than the TCL group. Additionally, the CAI group spent 46% less time than the TCL group to cover the material. The results of this study suggested that occupational therapy learners could independently learn theory using computer-assisted instruction materials.

A study towards correcting student misconceptions related to the color issue in light unit with POE technique

In this study, the answers to the questions; “What are the misconceptions primary school students have in Colors issue in Optics unit in Science & Technology course” and “How to remove them?” have been sought. The aim of the study is to detect student misconception related to the concept of ‘color’ and to correct them by applying a Computer Assisted Instruction (CAI) material.POE (Prediction-Observation-Explanation) technique was chosen as detecting and removing means of misconceptions. In the study a CAI material, which is suitable for the application of observation steps of POE technique, was developed and worksheets were prepared for Prediction and Observation steps.The Sample of the study was composed of ten 6th grade primary school students. Open ended quesitons were used in worksheets. The student resposes were analyzed in a qualitative point of view and it was examined that to what extend the detected misconceptions could be corrected.

The effects of computer-assisted material on students' cognitive levels, misconceptions and attitudes towards science

The purpose of this study was to investigate the effects of a Computer-assisted Instruction Material (CAIM) related to ''photosynthesis'' topic on student cognitive development, misconceptions and ...

The effects of computer-assisted material on students’ cognitive levels, misconceptions and attitudes towards science

The purpose of this study was to investigate the effects of a Computer-assisted Instruction Material (CAIM) related to “photosynthesis” topic on student cognitive development, misconceptions and attitudes. The study conducted in 2002–2003 academic year and was carried out in two different classes taught by the same teacher, in which there were fifty two 11th grade high school students, in central city of Trabzon in Turkey. An experimental research design including the photosynthesis achievement test (PAT), the photosynthesis concept test (PCT) and science attitude scale (SAS) was applied at the beginning and at the end of the research as pre-test and post-test. After the treatment, general achievement in PAT increased by 10% in favour of experiment group (EG) at ( p < 0.05) significant level. Although the increase in cognitive development at knowledge level was 14.8% in the EG and 18.2% in the control group (CG), the development at comprehension and application levels were 19.8–18.5 in the EG and 1.75–0.86 in the CG, respectively. This result showed that using CAIM in teaching photosynthesis topic was very effective for students to reach comprehension and application levels of cognitive domain. However, CAIM did not change major misconceptions related to photosynthesis topic in EG as expected. Meanwhile, same misconceptions in EG about source of energy for plants and their nutrition were decreased more than CG. It was also found out that there was little change about students’ attitudes towards science education in both groups.

The HYPATIA Project. Models of Legal Knowledge and Legal Reasoning in Computer-assisted Instructional Materials for Learning the Law

The HYPATIA project aims at designing computer-assisted instructional materials for law students. The focus is on new additional instructional materials intended to support students where they experience difficulties in acquiring legal knowledge and legal skills, though materials are not yet available. The HYPATIA project is divided into specific projects that seek to realize instructional environments for acquiring legal concepts, for learning to use statutes on the basis of insight in the system and structure of statutes, for learning to use precedents on the basis of insight in the structure and elements of precedents, and for learning to solve legal cases. The emphasis is on a model-based approach. Models of legal knowledge and legal reasoning are the basis for designing the instructional environment. To (re)construct these models a variety of theoretical sources are examined. Next to this it is necessary to gain insight in the specific difficulties students experience in acquiring legal knowledge and legal skills. Remedies are suggested on the basis of both the models of the legal knowledge and skills and the specific difficulties experienced. The research also results in an explicit instructional model, which is an important part of the instructional environment to be realized.

ASSESSING THE TEACHING EFFICACY OF COMPUTER BASED INSTRUCTION COVERING EXCESS POST- EXERCISE OXYGEN CONSUMPTION

47 Computer-assisted instructional materials (CAI) are in high demand. However, it is not known whether CAI fulfill student learning needs. The manner in which they are implemented may be a primary determinant of their teaching efficacy. The teaching efficacy of one CAI was assessed at two universities that offer bachelor of science degrees in Physical Education. Experimental and control groups completed traditional laboratory and lecture experiences. In addition, the experimental group included CAI in their study materials whereas the control group did not. The CAI, which would require between five and six hours to complete in its entirety, was designed to completely replace a traditional laboratory experience. However, experimental subjects accessed it for an average of only 23.83 minutes. Analysis of variance (ANOVA) for data from both schools revealed that mean test scores for questions pertaining to EPOC were not significantly different for students who used the CAI compared to control students that did not use it (p = 0.7697). Analysis of covariance (ANCOVA) revealed that subject demographic variables did not have a significant influence (p < 0.05) on mean test scores for those questions pertaining to EPOC at either school. Not surprisingly, this minimal exposure to the CAI did not result in significant test score improvements.

"Assessing the Impact of Computer-Assisted Instruction (CAI) in Undergraduate Latin American Studies Courses"'

This article uses several approaches to assess the impact that using computerassisted instruction (CAI) had in several undergraduate courses taught at American University (Washington, DC). The various CAI materials are first described (Part II in general, and Part III in greater detail for one program which was authored in-house) as part of an evolutionary process from conventional teaching of several courses to increasingly heavy use of CAI. The principal focus is a General Education survey course for first and second year college students, "Latin America: History, Art, Literature". Part IV describes the methodology of the assessment process, along with the various sets of data developed. The data are then analyzed in Part IV, and discussed in Part V, with an emphasis on possible reasons for the success (or lack of) in using CAI in these courses, along with some limitations and problems observed. Conclusions are reached in Part VI. In examining the literature on CAI, one is struck by the generally accepted premise that CAI has a strong positive impact on teaching, especially at the K- 12 and lower university levels.2 Understandably, this premise is enthusiastically echoed by those involved in developing and selling the hardware and software labeled as "educational".

A consumer-oriented model for evaluating computer-assisted instructional materials for medical education

Computer-assisted instruction (CAI) can enhance medical education, but course directors and curriculum designers need thorough, credible evaluative data to make sound decisions about procuring and implementing CAI programs. There has been extensive research on the merits of CAI in general (although much of it is flawed by methodologic shortcomings), but sufficient evaluative data on specific programs are rarely available. The author proposes that a consumer-oriented model would be useful for evaluating CAI programs, and he discusses one published, consumer-oriented evaluation of a multimedia CAI program for ophthalmology students. The author contends that if CAI programs were routinely evaluated using the consumer-oriented model, and if CAI program developers used this model to evaluate their programs during the developmental phase, medical educators would be better able to choose and implement the programs that would best serve their needs.

The Efficacy of Computer Assisted Instruction (CAI): A Meta-Analysis

There has been a long-standing dispute about the efficacy of computer assisted instruction (CAI) with regard to the interpretation of effect size estimates in reviews using techniques of meta-analysis. It has been claimed that the data used to calculate these estimates come from studies which are methodologically flawed. The aim of this study was to provide an updated meta-analysis on the learning effect of (CAI) over a broad range of study features with particular attention focused on the effectiveness debate. Using standard procedures, the results and estimates were similar to previous reviews and showed a learning benefit for CAI. The mean effect size for CAI was (.24) for the years 1987–1992, with more recent studies showing an average of (.33). Although moderate, these estimates tended to raise the average student from at least the 50th and 60th percentile. However, studies which controlled for teacher and materials, and were of longer duration, and studies using pencil and paper equivalents of CAI showed no learning advantage over traditional forms of instruction. It is suggested that what accounts for the typical learning advantage of CAI in this meta-analysis and others is the better quality instruction provided by CAI materials. These materials seem versatile enough to be used effectively over a broad range of subjects and educational settings. While the materials did not seem to improve substantially over the past two decades as reflected by effect sizes, these estimates did not include the newer multimedia technology. It is concluded that educational approaches should be judged by a number of criteria including achievement gains and when this is done CAI may far surpass other forms of instruction.

The Improvement of Learning in Computer Assisted Instruction

The most important factor in learning is to find out what the learner already knows, and to make the instruction meaningful at that level. Meaningfulness is particularly important in computer assisted instruction, where instructors do not have feedback from students from questions or from body language. We discuss four methods of making computer assisted instruction material more meaningful that were incorporated in the design of AI/LEARN: formative evaluation, computer response tracking, student ratings, and organization techniques. Since the theoretical support for formative evaluation to enhance meaningfulness is rarely presented, we cite references from the cognitive psychology literature in support of the importance of meaningfulness and the benefits of organizers.

Developing Computer Assisted Instructional (CAI) Materials in the American History Surveys

THE FOCUS OF THIS ARTICLE is on a specific set of computer-aided instructional materials, how they work, and what problems were encountered in their development.' We are not saying that these materials meet the ultimate goal of education, for that goal is not just amassing data such as that presented in these computer lessons. Rather, the goal is encouraging various kinds of intellectual development associated with being a well-educated person. In the broadest sense, we want students to think, reason, analyze, summarize, generalize, and evaluate. While the CAI materials as presented here do not directly touch on these ultimate goals, we feel they do meet important secondary objectives. In order to compare and evaluate information, students need to possess a basic level of factual material. They need a rudimentary knowledge of history, culture, geography, and yes even of computers. If this can be taught outside the lecture hall, instructors can use classroom time more effectively in pursuing the major goals. Traditionally, at colleges and universities, the basic factual material has been presented in textbooks and supplementary reading assignments. This will not change. We know from experience, however, that computer-aided instructional materials can be

Using computers to teach basic facts in the nursing curriculum.

This article reports on the field testing of a set of flexible computer assisted instruction (CAI) programs to supplement more traditional approaches to a unit of instruction on respiratory assessment for undergraduate nursing students. The results indicate that the students reacted favorably to the CAI materials and that the performance of students improved significantly when they used the experimental programs. This field test offers useful insights into how microcomputers can be integrated into the nursing curriculum.

Inventory of computer software designed for use in the accounting curriculum: Student materials and test banks

This article reports the results of a survey of accounting textbook publishers identifying software designed for use in the accounting curriculum. Software products are classified into two groups: CAI (computer-assisted instructional) materials and test banks. The survey indicates that most CAI materials are designed for the introductory accounting course and operate on microcomputers. Practice sets are available in greater supply than computerized problems, programmed learning materials, and games. Microcomputer-based products can be used by instructors or students with little or no computer expertise and are designed for ease of implementation. Test banks are available for both mainframe and microcomputers. The tables to this article provide detailed information concerning each of the software products identified in the survey.

A Data Management System for Veterinary Pathology

A computer system for the management of Veterinary Pathology data has been developed as an application of a general purpose Clinical Data Management System (CDMS), which was implemented at The University of Texas Health Science Center at Dallas for a high-reliability multiprocessor TANDEM-16. CDMS manages the data input phase of the Veterinary Pathology system and has numerous features to assist a novice user, such as the presentation of »screens« of data each accompanied by an easily accessed HELP screen, on-line user documentation and computer-assisted instruction material. Retrievals from the Veterinary Pathology system utilize the TANDEM relational retrieval facility ENFORM and the experimental natural language retrieval system, the MEANINGEX-based Semantic Similarity Analyzer. This computer-based storage, retrieval and report generation system is designed to meet the well-defined requirements of the user group with respect to its teaching, research and service commitments. Results of its first year of operation indicate that the Veterinary Pathology data management system is convenient and useful in the environment for which it was designed.

Computer simulation of geologic strata: A teaching tool

Computer-assisted instruction material helps geology students understand the dependent relationship between changing sedimentary conditions and the rock record. Students can specify various sedimentary conditions and then observe the resulting changes in a graphic printout of the stratigraphic column. The program assists in lending insight into this important geologic principle, but it also may serve more advanced students. The statistical output allows the student to compare the synthesized data with actual field measurements. The program can provide the type and amount of data which statistical studies of rock stratification find difficult to gather. The simulation of the Flysch environment is based on a number of simple assumptions. The assumptions may not exactly capture the extremely complex ties between sedimentation parameters and the rock record. However they do preserve the basic relationships which govern the depositional model. The program provides a framework from which more sophisticated simulation studies may be formulated. Included along with program listing and sample run are a set of exercises which are designed to be used in conjunction with program FLYSCH.

Distribution of computer-assisted instructional materials in biomedicine through the Lister Hill Center Experimental Network

This paper discusses the organization and present configuration of the Lister Hill Experimental CAI network. Three institutional sources of CAI expertise—University of Illinois Medical Center, Massachusetts General Hospital and Ohio State University College of Medicine—are connected through a commercial time-sharing network to some 50 institutional users. Each of the three institutions provides five access ports, 20 hr a day, 7 days a week. During a month early in 1973 the network logged 2000 hr of use, which gave somewhat more than 4000 student encounters. The network is being operated both as a prototype of a possible service for libraries of the future to offer to their patrons and as an experiment to test the transferability of CAI programs.