Computer Assisted Instruction Model Research Articles

Improve attention and hand coordination of children with learning disabilities using computerized approaches

Computer Assisted Instruction (CAI) is considered as an effective teaching-learning strategy for the effective plan, written and programmed in the computer that can be run in a several computer units and allows every student computer terminal. The instruction are programmed with the implementation of a computer disc (CD) played in audio, video, gaming, drag & drop, and simulation activity of students in their own pace. In the contemporary world the CAI is not underestimated with the instructional computer value. In human body disability is observed as the difficulty of the human body function. In Learning Disability (LD) is heterogeneous disorder groups with significant difficulties in acquisition for listening, speaking, reading, writing and reasoning. This research examined the contribution of CAI on the LD students. The analysis is based on the data collected from the LD diagnosed school students. The data were collected from the Special school in Riyadh in Saudi Arabia with the data collected from 245 sample students. The experimental analysis is conducted for the experimental and control group. The analysis is conducted based on the consideration of three variable such as hand-eye co-ordination, attention and academic performance. The analysis of data expressed that through CAI model the LD student eye-hand co-ordination, attention and academic performance is improved.

Design of Kahoot-based visual presentation media for exponent material with CAI models

The use of instructional media in senior high schools is currently not optimal. It causes students difficulty in understanding the concepts conveyed by the teacher so that students are less able to solve problem problems. Thus, it is hoped that through visual presentation Kahoot media with the Computer Assisted Instruction (CAI) model, students can more easily understand mathematical concepts. The purpose of this study is to produce a Kahoot-based visual presentation media with CAI models that meet valid criteria in learning mathematics in senior high school. The research method uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects were students of class X SMA UPGRIS Lab School. The sampling technique uses cluster sampling. The results of this study are visual Kahoot media presentation with the CAI model suitable to be used as a medium for learning mathematics in senior high school.

Development of Instructional Design Based on Computer Assisted Instruction Models for Database System Course in Information Technology Colleges

Learning systems based on traditional face-to-face approaches that are teacher-centered, often result in teachers not completing delivering teaching material due to time constraints. This has an impact on the unachieved learning goals that have been set. Instructional design plans that do not support the learning process are carried out effectively, exacerbating this situation. This paper proposes an instructional design model that integrates a Computer Assisted Instruction (CAI) model based on a combination of Tutorial models and Drill and Practice models, to support the learning of Database Systems in information technology colleges in Indonesia. Unlike the interactive CAI model which is generally desktop based, this paper proposes a CAI model with a web-based interactive learning system and is connected to external learning resources. These external learning resources provide resources relevant to the theme of learning to enrich students' insights in developing learning concepts, so that they truly become an effective medium for independent learning, anytime and anywhere outside of formal learning time. This research uses the Research and Development (R&D) method, consisting of three main stages: system requirements analysis, system development, and formative evaluation. Formative evaluation involves expert validation, one-on-one student evaluations, and field trials to test the effectiveness of instructional designs. Instructional design development refers to the basic model developed by Dick and Carey, but modified in the Learning Strategies section. The average value of the results of the validation of experts (media experts, instructional design experts, and content experts) to the instructional design products developed reached 82.6%. This value indicates the instructional design product in the appropriate and effective categories of use. Student responses to students' one-on-one evaluations and field trials show that instructional design products developed are appropriate for students to use to learn independently and be actively involved in the learning process, with average grades (attractive appearance, friendly use, and presentation material) reached 84.2%, while the average level of mastery of students in certain areas of competence reached more than 95%.

The Effect of REACT and Computer-Assisted Instruction Model in 5E on Student Achievement of the Subject of Acids, Bases and Salts

This research was carried out to investigate the effect of the 5E learning method and 5E method enriched with REACT strategy on student achievement in science education. The research was carried out with 64 first-year students (30 in the experimental groups, 34 in the control groups) in the Department of Primary Education at a state university in the spring semester of 2017–2018 in the context of “Acids, Bases and Salts”. The pre-test/post-test quasi-experimental design with a control group was used in this study. In the experimental group, the 5E method enriched with the REACT strategy was used while the computer-assisted 5E instruction method was used in the control group. The data were collected by means of a “Subject Achievement Test”, consisting of open-ended questions. The dependent t test results of the experimental and control group revealed a significant difference in favour of the post-test in both groups. According to the independent t test results of the groups, the 5E method enriched with REACT strategy was found to be more effective in order to improve student achievement compared to computer-assisted 5E learning method.

The Computer Assisted Instruction Model Based on a Combination of Tutorial Model and Drill and Practice Model in the Instructional Design of Database Systems in Information Technology Colleges

The traditional face-to-face teaching methods in the class that emphasize teaching-centered learning systems caused teachers to be unable to deliver teaching material thoroughly because of the limited time. The Computer Assisted Instruction (CAI) model presents learning by using a variety of media, both in the form of text, images, and in the way of interactive videos, so that it helps the learning process effectively and helps students to set the pace of learning independently anytime and anywhere. Interconnection of the CAI model with online-based technology also helps students improve their learning creativity, because diverse learning resources support it. This paper presents CAI conceptual models based on a combination of Tutorial models and Drill and Practice models, which are supported by online technology to provide conceptual understanding at the beginning of learning and offer exercises to develop creativity and test students' abilities in the final stages of learning Database Systems. The evaluation results on limited trials show that the CAI model design based on a combination of Tutorial models and Drill and Practice models much motivates students to learn and improve mastery of competencies in the Database System. Another finding in this paper is the need to provide adequate guidance for the application of CAI in its use, and the obligation to provide more effective designs when CAI applications are designed to connect to systems that offer to teach resources online, so students really can use CAI as an auxiliary media active learning for independent learning.

Learning Application Soft Skill for Facial with Computer Assisted Instruction Model

Learning Application Soft Skill for Facial with Computer Assisted Instruction Model

Assessing the Impact of Technological & Cultural Elements of the i-CLAP Model Design on Pre-Primary School Children in Zaria

Developments in technology are more than ever before enabling the creation of remarkable Computer - Assisted Instruction (CAI)resources for enriching and transforming the educational environment in the 21 st century. This progress is considered indispensable for Nigeria inthe wake of declining school enrollment, high dropout rate and low learning achievement levels.Hence, relevant especially if such a predominantly traditional (face-to-face) educational system must be revolutionized to meet contemporary needs and techniques. Therefore, while this article argues for the integration of technology hardware and software into the local education environment, it however emphasizes the need to develop custom instructional resources that integrate local folkloric contentspertinent to Nigeria's educational philosophy and cultural socialization. The Interactive Child Learning Aid Project (i -CLAP) model is initiated as a potential indigenous CAI model for application in the local pre-primary school curriculum. The impact of implementing the model's concept within (N=4) selected pre-primary schools in Zaria - Kaduna State is examined. The researcher used 'classroom observation' for data gathering and Pearson Product Moment Correlation (r) and t-Test for analyzing the on-task and off-task classroom behaviors of (N=80) pupils. Thereby, revealing valuable lessons on the project's potential as a techno-cultural resource for reinforcing motivation and interestamong pre-primary school children in Nigeria. Recommends for its integration into the educational curriculumis made, towards facilitating the attainment of the UBE and MDGs agendas.

The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

This evaluation study investigated the effects of a teacher-centered versus student-centered computer-assisted instruction (CAI) on 10th graders' earth science student learning outcomes. This study also explored whether the effects of different forms of computer-assisted instruction (CAI) on student learning outcomes were influenced by student preferences of learning environment (PLE). A total of 347 10th-grade senior high school students participated in this nonequivalent control group quasiexperiment. During a one-week period, one group of students (n = 216) were taught by a teacher-centered CAI (TCCAI) model whereas the other group of students (n = 131) were subject to a student-centered CAI (SCCAI) method. Results showed that (a) no statistically significant difference on students' earth science achievement was found for either group; (b) TCCAI group had significantly better attitudes toward earth science than did the SCCAI group; furthermore (c) a significant PLE-treatment interaction was found on student attitudes toward the subject matter, where the teacher-centered instructional approach seemed to enhance more positive attitudes of less constructivist-oriented learning preferences students, whereas the student-centered method was more beneficial to more constructivist-oriented learning preferences students on their attitudes toward earth science in a computer-assisted learning environment. © 2005 Wiley Periodicals, Inc. Sci Ed 89:707–724, 2005

Renal diet therapy—A computer-assisted instruction model

Renal diet therapy—A computer-assisted instruction model