Computer-based Instructional Materials Research Articles

Computer-aided Instruction, Learning Styles and Academic Achievement: Interplay Towards Understanding of Philippine Literature for Grade 7 Students

In the current era of education, the utilization of computer-based materials is widespread and has become more common as years pass by. The researcher aims to determine the effectiveness of teaching literature using computer-based materials as a strategy in teaching Philippine literature to Grade 7 students. This study seeks to compare the level of learning in terms of knowledge and practical skills acquisition and craftsmanship between learners using computer-based instructional materials and those using print- based instructional materials in teaching Philippine Literature. A quasi-experimental design is highly appropriate and considered to be effective for this research because it uses the pre-testing and post-testing of the respondents about the investigation at hand. Findings showed that the students always use visual (spatial) learning styles as they prefer to learn using pictures, images, and spatial understanding. In addition, the results revealed that the pupils’ performance was improved with Computer-Aided Instruction (CAI). In line with this. the participants also showed preference to different methods such as the usage of DVD Video and social networking sites like Facebook for educational purposes. However, the research also uncovered setbacks to the ease of using computer-aided instructions. According to the participants, these difficulties include the availability of hardware and software, lack of funds, computer illiteracy, and attitudes of teachers.

Evaluation of Preservice Teachers Computer-based Instructional Materials by Special Education Teachers

This study aims to investigate the successes and challenges of implementing instructional materials that preservice special education teachers developed for students with disabilities in a rehabilitation center using Web 2.0 tools through an instructional design project as part of a technology integration course. For this project, preservice teachers collaboratively developed instructional materials to meet the needs of the student assigned to their group and implemented them with the student. After the implementation, the success and challenges of the materials were evaluated by 12 special education teachers of the students through structured interviews. The interviews were analyzed using inductive analysis. Analysis results indicated that the vast majority of the materials were found to be successful in terms of the teaching strategies applied within the materials, the appropriateness of the instructional materials, and the opportunities that the materials provided in practice. Most of the teachers claimed that the instructional materials contributed to the students’ learning and skill development even after the one-shot implementation. According to the special education teachers, eight groups experienced no difficulties during the implementation, whilst eight groups faced several challenges due to student-related issues and the infrastructure. They also proposed suggestions to improve the instructional materials and their implementations. The results of this study is valuable as the current literature lacks studies reporting materials’ success from the teachers’ perspective.

Applying Gagne's Events of Instruction in a Computer-Based Test Preparation Listening Material Design

The advances in computer technology have brought the rise of computer-based instructional materials in many different fields including language learning. With regard to listening skill development, one obvious strength of the computer-based instructional materials is its capability of presenting audio component in various ways to improve students’ listening skill. For students who are preparing themselves to take a standardized test like Test of English as a Foreign Language (TOEFL), the materials can even be designed to provide a high degree of customization that can be geared specifically to meet students’ pace of learning. However, it can be a big challenge to design a computer-based listening material capable of ensuring that learning indeed takes place while the students are using and exploring its contents. This paper aims to propose the application of Gagne's nine events of instruction in a computer-based test preparation listening material design. More specifically, this paper tries to provide guidance in the process of developing the user interface and the content presentation within the material as to match each part of the nine events. It is expected that this strategy will successfully activate the required cognitive process of the students and help them achieve established learning objectives.

Using Eye-Movement Events to Determine the Mental Workload of Surgical Residents.

These days, eye-tracking is one of the promising technologies used in different fields such as aviation, arts, sports, psychology and driving for several purposes. Even though it is being used for health purposes, studies involving eye-tracking are rare in the field of endo-neurosurgery. This study aims to use this technology to promote our understanding of the effect related to computer-based instructional materials on mental workload of endo-neurosurgery residents. Four computer-based simulation scenarios are developed based on skill development requirements of endo-neurosurgery residents. Two of them were designed as general models and the other two as simulated surgical models. During these surgery procedures, in real settings, surgical residents need to use their both hands simultaneously to control the endoscope and the operational tool in a coordinated fashion. Therefore, to shed light on the participants’ behaviors, these scenarios are performed with dominant-hand, non-dominant hand and, finally with both-hands using haptic interfaces. Twenty-three residents volunteered in this study. Their eye-movements were recorded while performing the scenarios. According to the results of this study, when performing the simulated surgical models, an increase in the participants’ mental workload was recorded when compared to the other scenarios. Accordingly, it can be concluded that the eye-movements of surgical residents can provide insights about the anticipated level of difficulty about the skill-based tasks. This information might be very critical to properly design and organize instructional materials for endo-neurosurgery, and also to better guide and evaluate the progress of trainees in computer simulation-based skill training environments.

Pre-Service Teachers’ TPACK Development and Conceptions through a TPACK-Based Course

This study examines pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) development and analyses their conceptions of learning and teaching with technology. With this aim in mind, researchers designed and implemented a computerbased mathematics course based on a TPACK framework. As a research methodology, a parallel mixed method approach was used. The data were collected from 71 pre-service teachers taking the course. The TPACK survey, a semi-structured interview, and evaluation scores of pre-service teachers' microteaching performance, which also included analysis of lesson plans, were used as data collection instruments. The findings indicated that the implemented instructional processes affected pre-service teachers' TPACK development positively. There were significant differences before and after the course implementation concerning Technology Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and TPACK in general. Qualitative findings support and overlap the statistical inferences. There should be more courses which require pre-service teachers to develop computerbased instructional materials and use their materials with microteaching sessions. Instructors of faculties of education should use technology in their instructional environments not only for presentation purposes.

Computer-Based Instructional Materials Integrative Analysis Capabilities to Improve Students in Geometric Optics and Optical Equipment

Bahan Ajar Integratif Berbasis Komputer untuk Meningkatkan Kemampuan Analisis Siswa Materi Pokok Optik Geometri dan Alat Optik Abstract : This research aims to develop and to know efectiveness of computer based integrative teaching material to analysis ability in geometrical optic and optical instruments for Xth grade. The research design of this research and development used Borg & Gall’s model up to 7th step. The results of proper test of instructional material shown a score of 3.40 in competent category. T-test results shown that there is difference significantly of students’ analysis ability between experimental class and controlling class. Computer based integrative teaching materials equipped with activity sheet and project sheet, discussion, test, feedback, and interactive simulations. Key Words : computer based integrative teaching material, analysis ability, geometrical optics and optical instruments Abstrak : Penelitian ini bertujuan untuk mengembangkan dan menguji efektivitas bahan ajar integratif terhadap kemampuan analisis dan mengetahui peningkatan kemampuan analisis siswa kelas X SMA pada materi pokok optik geometri dan alat optik. Desain penelitian dan pengembangan yang digunakan adalah model Borg & Gall yang diadaptasi hingga langkah ketujuh. Hasil penilaian kelayakan bahan ajar menunjukkan nilai 3,40 dalam kategori layak. Hasil uji-t menunjukkan terdapat perbedaan yang signifikan antara kemampuan analisis siswa kelas eksperimen dan kelas kontrol. Bahan ajar integratif berbasis komputer dilengkapi lembar kegiatan praktikum dan proyek siswa, kegiatan diskusi, latihan soal mandiri, umpan balik langsung, dan interaktif simulasi. Kata kunci : bahan ajar integratif berbasis komputer, kemampuan analisis, optik geometri dan alat optik

Prospective Teachers’ Lived Experience on Computer-based Instructional Materials: A Phenomenological Study

KEYWORDS Educational Technology. Computer-aided Instructional Material. Teacher Training. Living Experience ABSTRACT The purpose of this phenomenological study is to unveil the qualitative rather than the quantitative factors in student-teachers' experiences on instructional material development for their future classrooms. The participants of this study were nine student-teachers who took Science and Technology Teaching cou rse at Classroom Teacher Program. The data sources of this qualitative analysis were the interview transcripts, observation notes, and developed materials. A careful analysis unveiled the following themes: lack of technical skills, lack of instructional design experiences and skills, peer influences, and feeling the novelty. The implicati ons of these identified themes were found important for education community to effectively integrate new educational tools in lessons.

Enhancing neuroanatomy education using computer-based instructional material

The understanding of spatial relationships between brain structures taken from conventional sectional images is a major problem in learning anatomy. However, scientific literature has suggested that higher visuospatial abilities and computer-based instructional 3D visualizations may facilitate learning anatomy. This paper aims (1) to develop a computer-based tool to explore neuroanatomy based on three-dimensional images and (2) to compare whether the educational value assigned by students varies according to their visuospatial ability. An anatomical and functional viewer was developed with Positron Emission Tomography images to visualize three-dimensional models of real brain structures. Students assigned a high educational value to this tool, regardless of their visuospatial skills. The discussion section analyzes the implications of this technique in neuroanatomy training.

Development of Computer-based Instructional Materials to Support the "Study of Colors"

Development of Computer-based Instructional Materials to Support the "Study of Colors"

A guide for developing patient safety curricula for undergraduate medical education.

In its 1999 report, the Institute of Medicine identified medical error as an important factor in mortality of hospitalized patients, contributing to as many as 98,000 deaths annually.1 These errors are costly as well, incurring an annual cost of as much as 30 billion dollars in lost income and excessive health care expenditures. As prevalent as these errors are, 35% of internal medicine clerkship directors had, in 2000, “little or no familiarity with the Institute of Medicine's report.”2 This unacceptable level of error in health care, and lack of awareness of its importance send a clear call to educators to address the issue of patient safety. This call extends to all dimensions of medical education, including undergraduate medical education.3 In fact, one could argue that patient safety belongs first in a medical school curriculum, and that it should be an ongoing educational endeavor, one that continues throughout a physician's career. However, one may justifiably wonder about the optimal method for implementing a patient safety curriculum in the medical school. Many approaches to undergraduate medical education have included an informatics-based platform. In particular, the design and implementation of computer-based instructional materials have revolutionized the way preclinical and clinical subjects have been taught in medical schools over the past decade. Very few of these materials, however, have focused on patient safety, and given their success in preclinical and clinical domains, an informatics-centric approach to teaching patient safety should be considered. The evidence of need for a medical school curriculum related to patient safety is compelling. It has been observed that physician trainees use the mechanisms of denial, discounting, and distancing to define and defend medical error.4 In a review of medical error, Lester and Tritter noted that recurrent themes in errors, such as uncertainty, fallibility, and exclusivity of …

The Comprehensive Evaluation of a Self-Instructional Program on Functional Behavioral Assessment

Computer assisted instruction has been used to teach a variety of skills to persons who work with school-age children. However, with few exceptions, the computer-based instructional materials that have been developed to provide training for school professionals have not been subjected to comprehensive empirical validation. More comprehensive evaluations can provide information regarding the validity of content, the quality of design, the perceptions of users, and the barriers that might be encountered when implementing professional development software. The purpose of this study was to conduct a comprehensive evaluation of a computer-based self-instructional program on functional behavioral assessment. This article describes a study that evaluated a self-instructional tutorial on functional behavioral assessment using a comprehensive model of evaluation. The model included the evaluation of (a) content, design, and organizational acceptance, (b) effectiveness of the training, (c) the perceptions of users, and (d) difficulties encountered during implementation. The article discusses the results of the evaluation, presents implications for researchers and software developers, and concludes with suggestions for future research.

Developing Technical Training: Structured Approach for Developing Classroom and Computer-Based Instructional Materials (2nd Edition)

Developing Technical Training: Structured Approach for Developing Classroom and Computer-Based Instructional Materials (2nd Edition)

Learner interactivity and production complexity in computer-based instructional materials

Learner interactivity and production complexity in computer-based instructional materials

Learner interactivity and production complexity in computer-based instructional materials

Learner interactivity and production complexity in computer-based instructional materials

Learner interactivity and production complexity in computer-based instructional materials

No abstract available.

Saint Louis University School of Medicine

Saint Louis University School of Medicine

An Evaluation of Computer-Based Instruction in Microbiology

There has been a tremendous increase in the availability of computer-based instructional (CBI) materials. Some studies have shown an improvement in learning when CBI is used. However, many researchers believe the current studies are inadequate. While CBI software should be thoroughly tested by developers, as educators, we should be concerned about whether or not the CBI materials we use are improving learning in our classrooms with our students. We present an evaluation of a computer-based hypermedia tutorial that was delivered over our General Microbiology website. We found that CBI was at least as effective as text-based material. However, of all students who used CBI, only those who explored most of the site benefited from using the site. Tracking each student’s use of the CBI was critical for understanding who was learning and why.

An Evaluation of Computer-Based Instruction in Microbiology

There has been a tremendous increase in the availability of computer-based instructional (CBI) materials. Some studies have shown an improvement in learning when CBI is used. However, many researchers believe the current studies are inadequate. While CBI software should be thoroughly tested by developers, as educators, we should be concerned about whether or not the CBI materials we use are improving learning in our classrooms with our students. We present an evaluation of a computer-based hypermedia tutorial that was delivered over our General Microbiology website. We found that CBI was at least as effective as text-based material. However, of all students who used CBI, only those who explored most of the site benefited from using the site. Tracking each student's use of the CBI was critical for understanding who was learning and why.

Matching Cognitive Styles to Computer-based Instruction: An Approach for Enhanced Learning in Electrical Engineering

SUMMARY An approach aimed at enhancing learning by matching individual students' preferred cognitive styles to computer-based instructional (CBI) material is presented. This approach was used in teaching some components of a third-year unit in an electrical engineering course at the Queensland University of Technology. Cognitive style characteristics of perceiving and processing information were considered. The bimodal nature of cognitive styles (analytic/imager, analytic/verbalizer, wholist/imager and wholist/verbalizer) was examined in order to assess the full ramification of cognitive styles on learning. In a quasi-experimental format, students' cognitive styles were analysed by cognitive style analysis (CSA) software. On the basis of the CSA results the system defaulted students to either matched or mismatched CBI material. The consistently better performance by the matched group suggests potential for further investigations where the limitations cited in this paper are eliminated. Analysing the differences between cognitive styles on individual test tasks also suggests that certain test tasks may better suit certain cognitive styles.

Managing split-attention and redundancy in multimedia instruction

Two experiments investigated alternatives to split-attention instructional designs. It was assumed that because a learner has a limited working memory capacity, any increase in cognitive resources required to process split-attention materials decreases resources available for learning. Using computer-based instructional material consisting of diagrams and text, Experiment 1 attempted to ameliorate split-attention effects by increasing effective working memory size by presenting the text in auditory form. Auditory presentation of text proved superior to visual-only presentation but not when the text was presented in both auditory and visual forms. In that case, the visual form was redundant and imposed a cognitive load that interfered with learning. Experiment 2 ameliorated split-attention effects by using colour coding to reduce cognitive load inducing search for diagrammatic referents in the text. Mental load rating scales provided evidence in both experiments that alternatives to split-attention instructional designs were effective due to reductions in cognitive load. Copyright © 1999 John Wiley & Sons, Ltd.