Use Of Computer-assisted Instruction Research Articles

Topic Search Algorithm for Network Multimedia Tennis Teaching Resources Using 5G-Enabled Internet of Things Technology

With the emergence of the knowledge economy, computing, media, and networking technologies have developed rapidly. With the development of reforms in China’s education system, the use of computer-assisted instruction has become an essential part of modern teaching methods. Under such circumstances, computer-assisted teaching methodologies have been gradually introduced in physical education teaching. Compared with other disciplines, physical education has many limitations, such as the size of the venue, the type of equipment, environmental conditions, and climate factors, which will affect the teaching. This brings about the difference between theoretical teaching and practical impact. Due to the differences in physical education teaching, it is indispensable to improve the quality of physical education teaching through the use of rich media teaching system, and the rich network teaching system can perfectly replace the shortcomings of traditional physical education teaching. This paper investigates the design and development of a tennis network rich media teaching system based on 5G Internet of Things and resource-based algorithm by using literature method, survey method, interview method, statistical method, learning laboratory method, and other methods. Based on the tennis cyber media learning system, this study provided recommendations and guidelines for the expansion of the cyber media learning system to other sports programs and explored the future prospects of the cyber media learning system in teaching. The results show that 93.3% of all students are very interested in this learning method, 96.7% of students deepen their memory of tennis technical movements, and the satisfaction rate is 86.7%.

Application of Computer-Aided Instruction (CAI) in the Physical Education: Survey Analysis of Chinese Universities.

With the advent of artificial intelligence, computer-aided instruction has developed into intelligent computer-aided instruction. Computer-aided instruction not only overcomes many weaknesses of traditional physical education teaching but also significantly increases the teaching effect and efficiency. This article first studies and analyzes the characteristics of computer-aided instruction systems. Then, we use statistical methods and logical analysis to randomly select two classes of undergraduate students as the experimental and control group, respectively. In the control group, the traditional teaching model was adopted, while the experimental group adopted the computer-aided teaching mode. The experimental group showed significant improvement in physical education as compared to the control group. The results of this study validated that the use of computer-assisted instruction is beneficial in the implementation of physical education programs, mostly in teaching concepts and principles of academic nature.

Design of Multimedia Interactive Courseware Based on Flash

As an advanced computer-assisted instruction teaching methods, its flexibility, intuitive, real-time, three-dimensional advantages, more and more by the majority of teachers and students of all ages. To make good use of computer-assisted instruction in this modern teaching methods, the key is to design and manufacture to meet the teaching requirements of multimedia courseware. Multimedia courseware is used to assist teachers in teaching tools, creative people based on their creativity, starting with general information on the classification of the organization, then the text, images, animation, audio, video and other media clips in both time and space integration, so that they blend and give them the interactive features to produce a variety of colourful multimedia educational software.

Use of an Online Reading Intervention to Enhance the Basic Reading Skills of Community College Students

ABSTRACTApproximately two-thirds of community college students nationwide are considered to not be ready for the demands of college and are therefore required to enroll in at least one developmental education course. Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students and that developmental courses are time-consuming and often result in delay or prevent the completion of a degree. With a significant number of underprepared community college students, it is important to develop effective methodologies to help students acquire the skills that they will need to succeed in college and future employment. It is also important to determine how a student’s experience impacts academic progress, as well as motivation to continue in college credit courses. Unfortunately, a limited amount of research exists on the use of Computer-Assisted Instruction (CAI) in developmental reading courses at the community college level. The purpose of this study was to determine the efficacy of a computer-based reading intervention, MindPlay Virtual Reading Coach, on the reading and spelling achievement of community college students, and to explore whether or not students’ perceptions and attitudes changed after participation in this program. Findings demonstrated statistically significant results in both reading and spelling, as well as an increase in reading enjoyment.

Computer-Assisted Mathematics Instruction for Students With Specific Learning Disability

This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific group of students is unclear. First, a brief review of the diagnosis of SLD, the importance of mathematics instruction for these students, and the use of computers in the classroom is provided. Next, a review of the current body of research is presented. Finally, suggestions for future research are discussed. Since 1981, a total of 25 research studies have been published, focusing exclusively on using CAI for teaching mathematics to students with SLD. This review examines the current body of research for this area. In addition, the author provides recommendations for future research on this important subject for this category of students.

Use of Computer-Assisted Instruction for Teaching Nutrition-Focused Physical Examination to Dietetics Students

The purpose of this study was to assess changes in knowledge scores of dietetic students enrolled in a computer-assisted instruction (CAI) module about nutrition focused physical examination (NFPE). The module included live virtual classroom sessions, multi-media presentations, online discussion forums, and case studies. Students completed multiple-choice pre/postassessments and course evaluations. All 21 participants had significant increases in knowledge scores from a mean of 29.2 (SD = 4.47) at pretest to a mean of 39.4 (SD = 2.91) at posttest (p < .001). Student evaluations were positive. These findings support future larger controlled trials to assess use of CAI for NFPE training with dietetic students.

PENGGUNAAN MULTIMEDIA PEMBELAJARAN INTERAKTIF UNTUK MENINGKATKAN KETERAMPILAN MENULIS ENGLISHSIMPLE SENTENCESPADA MATA KULIAH BASIC WRITING DI STKIP GARUT

Basic Writing is the first basic writing course for students in English Education Program of STKIP Garut, which is aimed to develop students' writing English skill. The efforts have been developed to improve the learning on Basic writing course and one of them is the use of multimedia. The research questions of this research were: 1). does the use of Computer-Assisted Instruction can improve the students' writing skill?, 2). does the conventional media also improve the students' writing skill?, 3). Is there any significant of improvement between the use of Computer-Assisted Instruction and conventional media?. The research used the quantitative approach and was conducted through the Quasi-Experimental Design. The research conducted between two classes, the experiment and control class, by using 50 students as samples in English Education Program of STKIP Garut. The research findings showed the primary points that the use of Computer-Assisted Instruction improved the students’ writing English simple sentence skill due to the gain value with the medium category on Basic writing course in STKIP Garut; The students’ writing English simple sentence skill of control class, which the students did not use the interactive instructional multimedia, improved considering the gain value with the low category; and There was the significance level of difference that the students who used the Computer-Assisted Instruction were better than the students who did not use the Computer-Assisted Instruction or on the other hand used the conventional media.

The Use of Computer-Assisted Instruction to Improve the Reading Comprehension of Students With Learning Disabilities: An Evaluation of the Evidence Base According to the What Works Clearinghouse Standards

The purpose of this study was to investigate the evidence base for using computer-assisted instruction (CAI) to improve the reading comprehension of students with learning disabilities (LD). Twelve peer-reviewed studies (seven comparison group studies, five single-case studies) met selection criteria and were evaluated according to the relevant What Works Clearinghouse (WWC) procedures and standards. Results showed that seven studies (five comparison group and two single-case studies) met WWC standards with or without reservations. Key instructional features employed in CAI studies meeting the WWC standards without reservations included practice opportunities, self-correction and immediate corrective feedback, teacher-directed instruction, and contingencies for enhancing student motivation and engagement. Implications for future research and suggestions for using quality indicators to improve the rigor of future CAI investigations are discussed.

Using Computer-Assisted Instruction to Build Math Fact Fluency

Research findings support the use of computer-assisted instruction (CAI) as a curriculum supplement for improving math skills, including math fact fluency. There are a number of websites and mobile applications (i.e., apps) designed to build students’ math fact fluency, but the options can become overwhelming. This article provides implementation guidelines to help teachers plan for CAI, including criteria for selecting a program and recommendations for monitoring student progress. In addition, free resources for CAI are discussed.

The potentiality of computer-assisted instruction towards ameliorating Iranian EFL learners' reading level

The fundamental objective behind the present study is to demonstrate the visible effect of Computer-Assisted Instruction upon Iranian EFL learners' reading performance, and to see if it has any impact upon this skill in the Iranian EFLeducational settings. To this end, a sample of 50 male and female EFL learners was drawn from an English language institute in Iran. After participating in a proficiency pretest, these participants were assigned into two experimental and control groups, 25 and 25, respectively. An independent sample t-test was administered to find out if there were salient differences between the findings of the two selected groups in their reading test. The key research question was to see providing learners with computer-assisted instruction during the processes of learning and instruction for learners would have an affirmative influence upon the improvement and development of their reading skill. The results pinpointed computer-assisted instruction users' performance was meaningfully higher than that of nonusers (DF = 48, P < 05). The consequences revealed that computer-assisted language learning and computer technology application have resulted in a greater promotion of students' reading improvement. In other words, computer-assisted instruction users outperformed the nonusers. The research, therefore, highlights the conclusion that EFL learners' use of computer-assisted instruction has the potential to promote more effective reading ability.

Effects of Computer-Assisted Instruction with Conceptual Change Texts on Removing the Misconceptions of Radioactivity

Training young scientists, enabling conceptual understanding in science education is quite important. Misconception is one of the important indications for whether the concepts are understood or not. The most important educational tools to remove misconceptions are conceptual change texts. In addition, one of the important methods to remove misconceptions is computer-assisted instruction. The goal of this study is to research the effects of the use of computer-assisted instruction (CAI), conceptual change texts (CCT), computer-assisted instruction with conceptual change texts (CAI+CCT), and use of traditional teaching method (TTM) on removing the misconceptions of science teacher candidates on the subject of radioactivity. Research sample was made of totally 92 students studying at four different groups of senior students in Celal Bayar University, Faculty of Education, Department of Science Education in 2011-2012 academic year. A different teaching method was used in each group. Experimental groups were randomly determined; in the first experimental group, computer-assisted instruction was used (23 students); in the second experimental group, conceptual change texts were used (23 students); in the third experimental group, computer-assisted instruction with conceptual change texts were used (23 students); and the fourth group, on which traditional education method was used, was called control group (23 students). Two-tier misconception diagnostic instrument, which was developed by the researcher, was used as data collection tool of the research. “Nonequivalent Control Groups Experimental Design” was used in this research in order to determine the efficiency of different teaching methods. Obtained data were analyzed by using SPSS 21.0. As a result of the research, it was determined that methods used on experimental groups were more successful than traditional teaching method practiced on control group in terms of removing misconceptions on radioactivity.

The Use of Computer-Assisted Instruction as an Instructional Tool to Teach Social Stories to Individuals Who Have Been Diagnosed on the Autism Spectrum

This article discusses the use of computer-assisted instruction (CAI) to teach Social Stories as a method of positively affecting the social understanding and behaviors of learners who have been di...

Trends in Teaching Laboratory Medicine in Microbiology to Undergraduate Medical Students: A Survey Study

The teaching laboratory has long been a component of medical microbiology courses. Limited data suggest that many medical schools have eliminated their teaching laboratory for diagnostic microbiology despite support for active learning over didactic lectures and a concern that undergraduate medical student’s education in the area of laboratory medicine is inadequate. A survey study of North American medical schools was conducted to determine if there is a trend towards decreasing or eliminating this teaching laboratory. The study also documented reasons for changes to this teaching laboratory, curricular content of existing microbiology teaching laboratories, and use of computer-assisted instruction. There was a 53 % response rate to the survey. Forty-three percent of medical schools decreased the hours or eliminated the teaching laboratory in diagnostic microbiology entirely between 2002 and 2012, and an additional 7 % of schools have plans to decrease hours or eliminate this teaching laboratory. Changes to the teaching laboratory were most often due to limited resources, reduced teaching hours, and overarching curricular changes. Because the way in which medical students are taught laboratory medicine in microbiology is undergoing a significant change, educators need to ensure that the learning experience is sufficient, and the quality is not compromised as a result.

Teacher Use of Computer-Assisted Instruction for Young Inattentive Students: Implications for Implementation and Teacher Preparation

Teacher preparation and training appear limited in the area of computer-assisted instruction (CAI) as well as more general instruction and management for students with disabilities including those with attention problems. Research suggests that CAI is a promising intervention for young inattentive students, with several inherent advantages; however, there are a number of implementation challenges that may interfere with more extensive and effective use in the classroom. Lessons learned from a recent randomized controlled trial of a CAI intervention highlight some of these challenges and suggest strategies for addressing them. Implications for instruction are discussed with regard to selection of appropriate CAI programs, integration into the classroom, and strengthening teachers’ more general management skills for inattentive students. Recommendations for pre-service training and professional development in CAI are provided.

Embryology and Histology Education in North American Dental Schools: The Basic Science Survey Series

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Anatomical Sciences Section surveyed faculty members teaching embryology and histology courses at North American dental schools. The survey was designed to assess, among other things, curriculum content, utilization of laboratories, use of computer-assisted instruction (CAI), and recent curricular changes. Responses were received from fifty-nine (88.1 percent) of the sixty-seven U.S. and Canadian dental schools. Findings suggest the following: 1) a trend toward combining courses is evident, though the integration was predominantly discipline-based; 2) embryology is rarely taught as a stand-alone course, as content is often covered in gross anatomy, oral histology, and/or in an integrated curriculum; 3) the number of contact hours in histology is decreasing; 4) a trend toward reduction in formal laboratory sessions, particularly in embryology, is ongoing; and 5) use of CAI tools, including virtual microscopy, in both embryology and histology has increased. Additionally, embryology and histology content topic emphasis is identified within this study. Data, derived from this study, may be useful to new instructors, curriculum and test construction committees, and colleagues in the anatomical sciences, especially when determining a foundational knowledge base.

Screencast Tutorials Enhance Student Learning of Statistics

Although the use of computer-assisted instruction has rapidly increased, there is little empirical research evaluating these technologies, specifically within the context of teaching statistics. The authors assessed the effect of screencast tutorials on learning outcomes, including statistical knowledge, application, and interpretation. Students from four sections of a psychology course in statistics were randomly assigned to a control text tutorial or an experimental video tutorial group and were tasked with completing a novel statistics problem. Previous math experience, math and computer anxiety, and course grades were also controlled. The results demonstrate that screencast tutorials are an effective and efficient tool for enhancing student learning, especially for higher order conceptual statistical knowledge compared to traditional instructional techniques.

The Development and Evaluation of Online Learning Modules to Deliver Lifespan Content in Human Behavior in Social Environment Courses

This article details the development and evaluation of a lifespan development computer modules that were used in human behavior in social environment courses. An anonymous, Web-based survey was developed to evaluate the modules. Supporting the first hypothesis, the majority of students (83.5%) found the modules to be a good learning alternative. The hypotheses that MSW students will experience more barriers to Web-based instruction and that students who previously mastered more content will spend less time on mobdules than students who previously mastered less content were not supported. Lessons learned provide implications for the use of computer-assisted instruction.

How anatomy is taught to dental students: Results of an ADEA survey to US and Canadian faculty

Members of the Anatomical Sciences Section of the American Dental Education Association (ADEA) recently completed an international survey of the directors of all North American dental gross anatomy courses to assess: 1) what level of detail are specific topics and content areas being presented; 2) when in the curriculum are specific content areas are taught; 3) what areas are omitted; and 4) what other areas are of concern with regard to North American dental gross anatomists. The survey received a 95.5% response rate representing 64 (of 67) of the US and Canadian dental schools. The results of this survey indicate, amongst other things that: 1) the use of computer‐assisted instruction (CAI) tools has increased; 2) emphasis on clinical topics has increased; 3) reliance upon medical school faculty and facilities is high; 4) a pattern of increased use of integrated curricula among dental schools has emerged; and 5) a general trend for a decrease in student contact hours is ongoing. The specific data are currently being analyzed and will be presented. These data will provide the framework by which course directors and administrators, in need of curricular information, can make more informed decisions in the appropriateness of content and even provide guidance in evaluation of their program.Grant Funding SourceAAA Young Faculty Travel Award – Supported by AAA Second Century Fund

A Comparison of Computer-Assisted Instruction and the Traditional Method of Teaching Basic Statistics

The objective of the study is to determine if there is a significant difference in the effects of the treatment and control groups on achievement as well as on attitude as measured by the posttest. A class of 38 sophomore college students in the basic statistics taught with the use of computer-assisted instruction and another class of 15 students with the use of the traditional method from the University of the East, Manila (SY 2003–2004) were the focus of this study. The research method used was the quasi-experimental, non-equivalent control group design. The statistical tool was the Multiple Analysis of Covariance. The researcher made use of the CD-ROM prepared by Math Advantage (1997) to serve as the teaching medium for the experimental group. The following summarizes the findings of the study. The achievement posttest of the treatment group has higher estimated marginal means than the control group and it is reversed in the attitude posttest. Using Hotelling's Trace for the multivariate test, the achievement pretest, attitude pretest, and the two groups have a significant effect on the dependent variables, achievement posttest and attitude posttest. Using covariates to control for the effects of additional variables that might affect performance the attitude pretest accounts for about 56% of the variability in the two groups while achievement pretest about 15%. Levene's test shows that the homogeneity of variances assumption between the two groups is met for achievement posttest but not for attitude posttest. The univariate effects for achievement posttest that are significant are achievement pretest, college entrance test overall score, and groups. The univariate effects that are significant for attitude posttest are attitude pretest and high school general weighted average.

Computer-Assisted Instruction in Clinical Education: a Roadmap to Increasing CAI Implementation

This reflection is based on the premise that clinical education can be improved by more widespread use of computer-assisted instruction (CAI) and that a roadmap will enable more medical educators to begin using CAI. The rationale for CAI use includes many of its inherent features such as incorporation of multimedia and interactivity yet the use of CAI remains limited, apparently because educators are not convinced about the role for CAI. Barriers to CAI use are discussed including misinterpretation of the literature for CAI effectiveness; a disconnect between CAI developers and the educators who make decisions about CAI use; and the paucity of knowledge regarding how to integrate CAI effectively into clinical education. Specific roles for CAI in undergraduate and graduate medical education can include improving uniformity of instruction, providing documentation of exposure or competence, improving the learners' educational experience or outcomes, and assessment that is matched to learning. Funding for CAI remains an important barrier but the authors believe that this will be overcome when use of CAI becomes more widespread.