The Role of Computer-Aided Instruction in Science Courses and the Relevant Misconceptions of Pre-Service Teachers

ERIC Educational Resources Information Center

Aksakalli, Ayhan; Turgut, Umit; Salar, Riza

2016-01-01

This research aims to investigate the ways in which pre-service physics teachers interact with computers, which, as an indispensable means of today's technology, are of major value in education and training, and to identify any misconceptions said teachers may have about computer-aided instruction. As part of the study, computer-based physics…

Quizzing and Feedback in Computer-Based and Book-Based Training for Workplace Safety and Health

ERIC Educational Resources Information Center

Rohlman, Diane S.; Eckerman, David A.; Ammerman, Tammara A.; Fercho, Heather L.; Lundeen, Christine A.; Blomquist, Carrie; Anger, W. Kent

2005-01-01

Participants received different amounts of information in either a cTRAIN computer-based instruction (CBI) program or in a booklet format, presented before or concurrently with interactive questions about the information. An interactive CBI presentation that required an overt response during training produced equivalent acquisition and retention…

Web-Compatible Graphics Visualization Framework for Online Instruction and Assessment of Hardware Concepts

ERIC Educational Resources Information Center

Chandramouli, Magesh; Chittamuru, Siva-Teja

2016-01-01

This paper explains the design of a graphics-based virtual environment for instructing computer hardware concepts to students, especially those at the beginner level. Photorealistic visualizations and simulations are designed and programmed with interactive features allowing students to practice, explore, and test themselves on computer hardware…

Putting Life into Computer-Based Training: The Creation of an Epidemiologic Case Study.

ERIC Educational Resources Information Center

Gathany, Nancy C.; Stehr-Green, Jeanette K.

1994-01-01

Describes the design of "Pharyngitis in Louisiana," a computer-based epidemiologic case study that was created to teach students how to conduct disease outbreak investigations. Topics discussed include realistic content portrayals; graphics; interactive teaching methods; interaction between the instructional designer and the medical…

Intelligent Computer-Aided Instruction for Medical Diagnosis

PubMed Central

Clancey, William J.; Shortliffe, Edward H.; Buchanan, Bruce G.

1979-01-01

An intelligent computer-aided instruction (ICAI) program, named GUIDON, has been developed for teaching infectious disease diagnosis.* ICAI programs use artificial intelligence techniques for representing both subject material and teaching strategies. This paper briefly outlines the difference between traditional instructional programs and ICAI. We then illustrate how GUIDON makes contributions in areas important to medical CAI: interacting with the student in a mixed-initiative dialogue (including the problems of feedback and realism), teaching problem-solving strategies, and assembling a computer-based curriculum.

Effects of Instructional Strategies Using Cross Sections on the Recognition of Anatomical Structures in Correlated CT and MR Images

ERIC Educational Resources Information Center

Khalil, Mohammed K.; Paas, Fred; Johnson, Tristan E.; Su, Yung K.; Payer, Andrew F.

2008-01-01

This research is an effort to best utilize the interactive anatomical images for instructional purposes based on cognitive load theory. Three studies explored the differential effects of three computer-based instructional strategies that use anatomical cross-sections to enhance the interpretation of radiological images. These strategies include:…

Learner Assessment Methods Using a Computer Based Interactive Videodisc System.

ERIC Educational Resources Information Center

Ehrlich, Lisa R.

This paper focuses on item design considerations faced by instructional designers and evaluators when using computer videodisc delivery systems as a means of assessing learner comprehension and competencies. Media characteristics of various interactive computer/videodisc training systems are briefly discussed as well as reasons for using such…

Evaluating the Effectiveness of an Interactive Multimedia Computer-based Patient Education Program in Cardiac Rehabilitation.

ERIC Educational Resources Information Center

Jenny, Ng Yuen Yee; Fai, Tam Sing

2001-01-01

A study compared 48 cardiac patients who used an interactive multimedia computer-assisted patient education program and 48 taught by tutorial. The computer-assisted instructional method resulted in significantly better knowledge about exercise and self-management of chronic diseases. (Contains 29 references.) (JOW)

Computer-Based Instruction in Statistical Inference; Final Report. Technical Memorandum (TM Series).

ERIC Educational Resources Information Center

Rosenbaum, J.; And Others

A two-year investigation into the development of computer-assisted instruction (CAI) for the improvement of undergraduate training in statistics was undertaken. The first year was largely devoted to designing PLANIT (Programming LANguage for Interactive Teaching) which reduces, or completely eliminates, the need an author of CAI lessons would…

Improving the Fraction Word Problem Solving of Students with Mathematics Learning Disabilities: Interactive Computer Application

ERIC Educational Resources Information Center

Shin, Mikyung; Bryant, Diane P.

2017-01-01

Students with mathematics learning disabilities (MLD) have a weak understanding of fraction concepts and skills, which are foundations of algebra. Such students might benefit from computer-assisted instruction that utilizes evidence-based instructional components (cognitive strategies, feedback, virtual manipulatives). As a pilot study using a…

Identifying the Computer Competency Levels of Recreation Department Undergraduates

ERIC Educational Resources Information Center

Zorba, Erdal

2011-01-01

Computer-based and web-based applications are as major instructional tools to increase undergraduates' motivation at school. In the recreation field usage of, computer and the internet based recreational applications has become more prevalent in order to present visual and interactive entertainment activities. Recreation department undergraduates…

An Automated Approach to Instructional Design Guidance.

ERIC Educational Resources Information Center

Spector, J. Michael; And Others

This paper describes the Guided Approach to Instructional Design Advising (GAIDA), an automated instructional design tool that incorporates techniques of artificial intelligence. GAIDA was developed by the U.S. Air Force Armstrong Laboratory to facilitate the planning and production of interactive courseware and computer-based training materials.…

An Interactive Computer-Based Training Program for Beginner Personal Computer Maintenance.

ERIC Educational Resources Information Center

Summers, Valerie Brooke

A computer-assisted instructional program, which was developed for teaching beginning computer maintenance to employees of Unisys, covered external hardware maintenance, proper diskette care, making software backups, and electro-static discharge prevention. The procedure used in developing the program was based upon the Dick and Carey (1985) model…

A Framework for the Instructional Design of Multi-Structured Educational Applications.

ERIC Educational Resources Information Center

Buendia, F.; Diaz, P.; Benlloch, J. V.

An instructional application consists of a set of resources and activities that implement interacting, interrelated and structured experiences oriented towards achieving specific educational objectives. Computer-based instructional applications have to be looked at as any other development activity following a well defined process. With this…

Training Aids for Online Instruction: An Analysis.

ERIC Educational Resources Information Center

Guy, Robin Frederick

This paper describes a number of different types of training aids currently employed in online training: non-interactive audiovisual presentations; interactive computer-based aids; partially interactive aids based on recorded searches; print-based materials; and kits. The advantages and disadvantages of each type of aid are noted, and a table…

Computer-based Interactive Literature Searching for CSU-Chico Chemistry Students.

ERIC Educational Resources Information Center

Cooke, Ron C.; And Others

The intent of this instructional manual, which is aimed at exploring the literature of a discipline and presented in a self-paced, course segment format applicable to any course content, is to enable college students to conduct computer-based interactive searches through multiple databases. The manual is divided into 10 chapters: (1) Introduction,…

A Computer-Based, Interactive Videodisc Job Aid and Expert System for Electron Beam Lithography Integration and Diagnostic Procedures.

ERIC Educational Resources Information Center

Stevenson, Kimberly

This master's thesis describes the development of an expert system and interactive videodisc computer-based instructional job aid used for assisting in the integration of electron beam lithography devices. Comparable to all comprehensive training, expert system and job aid development require a criterion-referenced systems approach treatment to…

Evaluation of Computer-Aided Instruction in a Gross Anatomy Course: A Six-Year Study

ERIC Educational Resources Information Center

McNulty, John A.; Sonntag, Beth; Sinacore, James M.

2009-01-01

Web-based computer-aided instruction (CAI) has become increasingly important to medical curricula. This multi-year study investigated the effectiveness of CAI and the factors affecting level of individual use. Three CAI were tested that differed in specificity of applicability to the curriculum and in the level of student interaction with the CAI.…

Cognitive Architectures and Human-Computer Interaction. Introduction to Special Issue.

ERIC Educational Resources Information Center

Gray, Wayne D.; Young, Richard M.; Kirschenbaum, Susan S.

1997-01-01

In this introduction to a special issue on cognitive architectures and human-computer interaction (HCI), editors and contributors provide a brief overview of cognitive architectures. The following four architectures represented by articles in this issue are: Soar; LICAI (linked model of comprehension-based action planning and instruction taking);…

Technology Enhanced Elementary and Middle School Science (TEEMSS). What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"Technology Enhanced Elementary and Middle School Science" ("TEEMSS") is a physical science curriculum for grades 3-8 that utilizes computers, sensors, and interactive models to support investigations of real-world phenomena. Through 15 inquiry-based instructional units, students interact with computers, gather and analyze…

The Development and Evaluation of a Computer-Based System for Managing the Design and Pilot-Testing of Interactive Videodisc Programs. Training and Development Research Center, Project Number Forty-Three.

ERIC Educational Resources Information Center

Sayre, Scott Alan

The purpose of this study was to develop and validate a computer-based system that would allow interactive video developers to integrate and manage the design components prior to production. These components of an interactive video (IVD) program include visual information in a variety of formats, audio information, and instructional techniques,…

Using Three-Dimensional Interactive Graphics To Teach Equipment Procedures.

ERIC Educational Resources Information Center

Hamel, Cheryl J.; Ryan-Jones, David L.

1997-01-01

Focuses on how three-dimensional graphical and interactive features of computer-based instruction can enhance learning and support human cognition during technical training of equipment procedures. Presents guidelines for using three-dimensional interactive graphics to teach equipment procedures based on studies of the effects of graphics, motion,…

Integrating HCI into IDT: Charting the Human Computer Interaction Competencies Necessary for Instructional Media Production Coursework

ERIC Educational Resources Information Center

Brown, Abbie; Sugar, William

2004-01-01

A report on the efforts made to describe the range of human-computer interaction skills necessary to complete a program of study in Instructional Design Technology. Educators responsible for instructional media production courses have not yet articulated which among the wide range of possible interactions students must master for instructional…

A Description of a Prototype System at NTID which Merges Computer Assisted Instruction and Instructional Television.

ERIC Educational Resources Information Center

vonFeldt, James R.

The development of a prototype system is described which merges the strengths of computer assisted instruction, data gathering, interactive learning, individualized instruction, and the motion in color, and audio features of television. Creation of the prototype system will allow testing of both TV and interactive CAI/TV strategies in auditory and…

Marketing via Computer Diskette.

ERIC Educational Resources Information Center

Thombs, Michael

This report describes the development and evaluation of an interactive marketing diskette which describes the characteristics, advantages, and application procedures for each of the major computer-based graduate programs at Nova University. Copies of the diskettes were distributed at the 1988 Florida Instructional Computing Conference and were…

Instructional Technologies in the Workforce: Case Studies from the Nuclear Industry.

ERIC Educational Resources Information Center

Widen, William C.; Roth, Gene L.

1992-01-01

Describes six types of instructional technology used in the nuclear industry: Study Pacs, computerized test banks, computer-based training, interactive videodisc, artificial intelligence, and full-scope simulation. Each description presents the need, training device, outcomes, and limitations or constraints on use. (SK)

The Use of Interactive Computer Animations Based on POE as a Presentation Tool in Primary Science Teaching

NASA Astrophysics Data System (ADS)

Akpınar, Ercan

2014-08-01

This study investigates the effects of using interactive computer animations based on predict-observe-explain (POE) as a presentation tool on primary school students' understanding of the static electricity concepts. A quasi-experimental pre-test/post-test control group design was utilized in this study. The experiment group consisted of 30 students, and the control group of 27 students. The control group received normal instruction in which the teacher provided instruction by means of lecture, discussion and homework. Whereas in the experiment group, dynamic and interactive animations based on POE were used as a presentation tool. Data collection tools used in the study were static electricity concept test and open-ended questions. The static electricity concept test was used as pre-test before the implementation, as post-test at the end of the implementation and as delay test approximately 6 weeks after the implementation. Open-ended questions were used at the end of the implementation and approximately 6 weeks after the implementation. Results indicated that the interactive animations used as presentation tools were more effective on the students' understanding of static electricity concepts compared to normal instruction.

The Computer as Adaptive Instructional Decision Maker.

ERIC Educational Resources Information Center

Kopstein, Felix F.; Seidel, Robert J.

The computer's potential for education, and most particularly for instruction, is contingent on the development of a class of instructional decision models (formal instructional strategies) that interact with the student through appropriate peripheral equipment (man-machine interfaces). Computer hardware and software by themselves should not be…

Computer Mediated Communication: Online Instruction and Interactivity.

ERIC Educational Resources Information Center

Lavooy, Maria J.; Newlin, Michael H.

2003-01-01

Explores the different forms and potential applications of computer mediated communication (CMC) for Web-based and Web-enhanced courses. Based on their experiences with three different Web courses (Research Methods in Psychology, Statistical Methods in Psychology, and Basic Learning Processes) taught repeatedly over the last five years, the…

Cognitive Support for Learning Computer-Based Tasks Using Animated Demonstration

ERIC Educational Resources Information Center

Chen, Chun-Ying

2016-01-01

This study investigated the influence of cognitive support for learning computer-based tasks using animated demonstration (AD) on instructional efficiency. Cognitive support included (1) segmentation and learner control introducing interactive devices that allow content sequencing through a navigational menu, and content pacing through stop and…

Nontrivial, Nonintelligent, Computer-Based Learning.

ERIC Educational Resources Information Center

Bork, Alfred

1987-01-01

This paper describes three interactive computer programs used with personal computers to present science learning modules for all ages. Developed by groups of teachers at the Educational Technology Center at the University of California, Irvine, these instructional materials do not use the techniques of contemporary artificial intelligence. (GDC)

Computer-Based Imaginary Sciences and Research on Concept Acquisition.

ERIC Educational Resources Information Center

Allen, Brockenbrough S.

To control for interactions in learning research due to subjects' prior knowledge of the instructional material presented, an imaginary curriculum was presented with a computer assisted technique based on Carl Berieter's imaginary science of Xenograde systems. The curriculum consisted of a classification system for ten conceptual classes of…

Computer-Assisted Instruction: One Aid for Teachers of Reading.

ERIC Educational Resources Information Center

Rauch, Margaret; Samojeden, Elizabeth

Computer assisted instruction (CAI), an instructional system with direct interaction between the student and the computer, can be a valuable aid for presenting new concepts, for reinforcing of selective skills, and for individualizing instruction. The advantages CAI provides include self-paced learning, more efficient allocation of classroom time,…

Interactive Electronic Storybooks for Kindergartners to Promote Vocabulary Growth

ERIC Educational Resources Information Center

Smeets, Daisy J. H.; Bus, Adriana G.

2012-01-01

The goals of this study were to examine (a) whether extratextual vocabulary instructions embedded in electronic storybooks facilitated word learning over reading alone and (b) whether instructional formats that required children to invest more effort were more effective than formats that required less effort. A computer-based "assistant" was added…

Examining the Flipped Classroom through Action Research

ERIC Educational Resources Information Center

Lo, Chung Kwan

2017-01-01

There is a growing interest in using a flipped classroom format in day-to-day teaching. Direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some…

Effects of Virtual Manipulatives with Different Approaches on Students' Knowledge of Slope

ERIC Educational Resources Information Center

Demir, Mustafa

2018-01-01

Virtual Manipulatives (VMs) are computer-based, dynamic, and visual representations of mathematical concepts, provide interactive learning environments to advance mathematics instruction (Moyer et al., 2002). Despite their broad use, few research explored the integration of VMs into mathematics instruction (Moyer-Packenham & Westenskow, 2013).…

Development and Evaluation of an Interactive Internet-Based Pharmacokinetic Teaching Module.

ERIC Educational Resources Information Center

Hedaya, Mohsen A.

1998-01-01

Describes an Internet-based, interactive, learner-centered, asynchronous instructional module for pharmacokinetics that requires minimal computer knowledge to operate. Main components are concept presentation, a simulation exercise, and self-assessment questions. The module has been found effective in teaching the steady state concept at the…

Computer-aided Instructional System for Transmission Line Simulation.

ERIC Educational Resources Information Center

Reinhard, Erwin A.; Roth, Charles H., Jr.

A computer-aided instructional system has been developed which utilizes dynamic computer-controlled graphic displays and which requires student interaction with a computer simulation in an instructional mode. A numerical scheme has been developed for digital simulation of a uniform, distortionless transmission line with resistive terminations and…

Comparing the cognitive differences resulting from modeling instruction: Using computer microworld and physical object instruction to model real world problems

NASA Astrophysics Data System (ADS)

Oursland, Mark David

This study compared the modeling achievement of students receiving mathematical modeling instruction using the computer microworld, Interactive Physics, and students receiving instruction using physical objects. Modeling instruction included activities where students applied the (a) linear model to a variety of situations, (b) linear model to two-rate situations with a constant rate, (c) quadratic model to familiar geometric figures. Both quantitative and qualitative methods were used to analyze achievement differences between students (a) receiving different methods of modeling instruction, (b) with different levels of beginning modeling ability, or (c) with different levels of computer literacy. Student achievement was analyzed quantitatively through a three-factor analysis of variance where modeling instruction, beginning modeling ability, and computer literacy were used as the three independent factors. The SOLO (Structure of the Observed Learning Outcome) assessment framework was used to design written modeling assessment instruments to measure the students' modeling achievement. The same three independent factors were used to collect and analyze the interviews and observations of student behaviors. Both methods of modeling instruction used the data analysis approach to mathematical modeling. The instructional lessons presented problem situations where students were asked to collect data, analyze the data, write a symbolic mathematical equation, and use equation to solve the problem. The researcher recommends the following practice for modeling instruction based on the conclusions of this study. A variety of activities with a common structure are needed to make explicit the modeling process of applying a standard mathematical model. The modeling process is influenced strongly by prior knowledge of the problem context and previous modeling experiences. The conclusions of this study imply that knowledge of the properties about squares improved the students' ability to model a geometric problem more than instruction in data analysis modeling. The uses of computer microworlds such as Interactive Physics in conjunction with cooperative groups are a viable method of modeling instruction.

Interactive Video in Vocational Education. Overview. ERIC Digest No. 51.

ERIC Educational Resources Information Center

Kerka, Sandra

Interactive video, a combination of computer-assisted instruction and video technology, is an important new development in instructional media. Because interactive video has its roots in individualized instruction, it is particulary useful in personalizing instruction by allowing students to proceed at their own pace (one of the tenets of…

Integrating Mathematical Modeling for Undergraduate Pre-Service Science Education Learning and Instruction in Middle School Classrooms

ERIC Educational Resources Information Center

Carrejo, David; Robertson, William H.

2011-01-01

Computer-based mathematical modeling in physics is a process of constructing models of concepts and the relationships between them in the scientific characteristics of work. In this manner, computer-based modeling integrates the interactions of natural phenomenon through the use of models, which provide structure for theories and a base for…

Computer-based learning: interleaving whole and sectional representation of neuroanatomy.

PubMed

Pani, John R; Chariker, Julia H; Naaz, Farah

2013-01-01

The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer-based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously integrate learning of whole and sectional anatomy. A study of computer-based learning of neuroanatomy was conducted to compare a basic transfer paradigm for learning whole and sectional neuroanatomy with a method in which the two forms of representation were interleaved (alternated). For all experimental groups, interactive computer programs supported an approach to instruction called adaptive exploration. Each learning trial consisted of time-limited exploration of neuroanatomy, self-timed testing, and graphical feedback. The primary result of this study was that interleaved learning of whole and sectional neuroanatomy was more efficient than the basic transfer method, without cost to long-term retention or generalization of knowledge to recognizing new images (Visible Human and MRI). Copyright © 2012 American Association of Anatomists.

Computer-Based Learning: Interleaving Whole and Sectional Representation of Neuroanatomy

PubMed Central

Pani, John R.; Chariker, Julia H.; Naaz, Farah

2015-01-01

The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer-based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously integrate learning of whole and sectional anatomy. A study of computer-based learning of neuroanatomy was conducted to compare a basic transfer paradigm for learning whole and sectional neuroanatomy with a method in which the two forms of representation were interleaved (alternated). For all experimental groups, interactive computer programs supported an approach to instruction called adaptive exploration. Each learning trial consisted of time-limited exploration of neuroanatomy, self-timed testing, and graphical feedback. The primary result of this study was that interleaved learning of whole and sectional neuroanatomy was more efficient than the basic transfer method, without cost to long-term retention or generalization of knowledge to recognizing new images (Visible Human and MRI). PMID:22761001

The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems

ERIC Educational Resources Information Center

VanLehn, Kurt

2011-01-01

This article is a review of experiments comparing the effectiveness of human tutoring, computer tutoring, and no tutoring. "No tutoring" refers to instruction that teaches the same content without tutoring. The computer tutoring systems were divided by their granularity of the user interface interaction into answer-based, step-based, and…

The Effectiveness of Interactivity in Multimedia Software Tutorials

ERIC Educational Resources Information Center

Whitman, Lisa

2013-01-01

Many people face the challenge of finding effective computer-based software instruction, including employees who must learn how to use software applications for their job and students of distance education classes. Therefore, it is important to conduct research on how computer-based multimedia software tutorials should be designed so they are as…

Individualizing Educational Strategies: An Apple Computer Managed System for the Diagnosis and Evaluation of Reading, Math and Behavior.

ERIC Educational Resources Information Center

Kern, Richard

1985-01-01

A computer-based interactive system for diagnosing academic and school behavior problems is described. Elements include criterion-referenced testing, an instructional management system, and a behavior evaluation tool developed by the author. (JW)

Learning Mathematics with Interactive Whiteboards and Computer-Based Graphing Utility

ERIC Educational Resources Information Center

Erbas, Ayhan Kursat; Ince, Muge; Kaya, Sukru

2015-01-01

The purpose of this study was to explore the effect of a technology-supported learning environment utilizing an interactive whiteboard (IWB) and NuCalc graphing software compared to a traditional direct instruction-based environment on student achievement in graphs of quadratic functions and attitudes towards mathematics and technology. Sixty-five…

How Science Students Can Learn about Unobservable Phenomena Using Computer-Based Analogies

ERIC Educational Resources Information Center

Trey, L.; Khan, S.

2008-01-01

A novel instructional computer simulation that incorporates a dynamic analogy to represent Le Chatelier's Principle was designed to investigate the contribution of this feature to students' understanding. Two groups of 12th grade Chemistry students (n=15) interacted with the computer simulation during the study. Both groups did the same…

Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

2015-02-01

Ever since the first generalized computer-assisted instruction system (PLATO1) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online homework and course management systems, both as blended learning and online courses. Meanwhile, introductory physics instructors have been implementing new approaches to teaching based on the outcomes of Physics Education Research (PER). A common theme of PER-based instruction has been the use of active-learning strategies designed to help students overcome alternative conceptions that they often bring to the study of physics.2 Unfortunately, while classrooms have become more active, online learning typically relies on passive lecture videos or Kahn-style3 tablet drawings. To bring active learning online, the LivePhoto Physics Group has been developing Interactive Video Vignettes (IVVs) that add interactivity and PER-based elements to short presentations. These vignettes incorporate web-based video activities that contain interactive elements and typically require students to make predictions and analyze real-world phenomena.

Developing Computer-Assisted Instruction Multimedia For Educational Technology Course of Coastal Area Students

NASA Astrophysics Data System (ADS)

Idris, Husni; Nurhayati, Nurhayati; Satriani, Satriani

2018-05-01

This research aims to a) identify instructional software (interactive multimedia CDs) by developing Computer-Assisted Instruction (CAI) multimedia that is eligible to be used in the instruction of the Educational Technology course; b) analysis the role of instructional software (interactive multimedia CDs) on the Educational Technology course through the development of Computer-Assisted Instruction (CAI) multimedia to improve the quality of education and instructional activities. This is Research and Development (R&D). It employed the descriptive procedural model of development, which outlines the steps to be taken to develop a product, which is instructional multimedia. The number of subjects of the research trial or respondents for each stage was 20 people. To maintain development quality, an expert in materials outside the materials under study, an expert in materials who is also a Educational Technology lecturer, a small groupof 3 students, a medium-sized group of 10 students, and 20 students to participate in the field testing took part in this research. Then, data collection instruments were developed in two stages, namely: a) developing the instruments; and b) trying out instruments. Data on students’ responses were collected using questionnaires and analyzed using descriptive statistics with percentage and categorization techniques. Based on data analysis results, it is revealed that the Computer-Assisted Instruction (CAI) multimedia developed and tried out among students during the preliminary field testing falls into the “Good” category, with the aspects of instruction, materials, and media falling into the “Good” category. Subsequently, results of the main field testing among students also suggest that it falls into the “Good” category, with the aspects of instruction, materials, and media falling into the “Good” category. Similarly, results of the operational field testing among students also suggest that it falls into the “Good” category. Thus, it can be concluded that quality of the Computer-Assisted Instruction (CAI) multimedia developed in this research falls into the “Good” category viewed from the aspects of instruction, materials, and media. In other words, overall, the quality of this multimedia belongs to the “Good” category.

Use of Interactive Web-Based Exercises for English as a Foreign Language Learning: Learners' Perceptions

ERIC Educational Resources Information Center

Wang, Yen-Hui

2014-01-01

The study investigated the learner perceptions of a CALL component in a blended language learning context. 52 Taiwanese college students attended instructional classroom sessions and did weekly online assignments in the form of interactive web-based exercises over one semester. Their learning performance was measured by means of two computer-based…

Incorporating electronic-based and computer-based strategies: graduate nursing courses in administration.

PubMed

Graveley, E; Fullerton, J T

1998-04-01

The use of electronic technology allows faculty to improve their course offerings. Four graduate courses in nursing administration were contemporized to incorporate fundamental computer-based skills that would be expected of graduates in the work setting. Principles of adult learning offered a philosophical foundation that guided course development and revision. Course delivery strategies included computer-assisted instructional modules, e-mail interactive discussion groups, and use of the electronic classroom. Classroom seminar discussions and two-way interactive video conferencing focused on group resolution of problems derived from employment settings and assigned readings. Using these electronic technologies, a variety of courses can be revised to accommodate the learners' needs.

Enhancing Student Performance Using Tablet Computers

ERIC Educational Resources Information Center

Enriquez, Amelito G.

2010-01-01

Tablet PCs have the potential to change the dynamics of classroom interaction through wireless communication coupled with pen-based computing technology that is suited for analyzing and solving engineering problems. This study focuses on how tablet PCs and wireless technology can be used during classroom instruction to create an Interactive…

Investigations in Computer-Aided Instruction and Computer-Aided Controls. Final Report.

ERIC Educational Resources Information Center

Rosenberg, R.C.; And Others

These research projects, designed to delve into certain relationships between humans and computers, are focused on computer-assisted instruction and on man-computer interaction. One study demonstrates that within the limits of formal engineering theory, a computer simulated laboratory (Dynamic Systems Laboratory) can be built in which freshmen…

Learning the Lessons of Leadership: Case Method Teaching with Interactive Computer-Based Tools and Film-Based Cases

DTIC Science & Technology

2008-03-01

report describes how the AXL system capitalizes on the best practices of traditional case method instruction and addresses some of the limitations of...system were addressed in the AXL system, producing an innovative technology solution for delivering case method instruction. Several case method best ...approaches for addressing such problems. The report also documents how case method best practices in traditional classroom environments can be translated into

Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

ERIC Educational Resources Information Center

Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

2015-01-01

Ever since the first generalized computer-assisted instruction system (PLATO) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online…

Transactions and Answer Judging in Multimedia Instruction: A Way to Transact with Features Appearing in Video and Graphic Images.

ERIC Educational Resources Information Center

Casey, Carl

1992-01-01

Discussion of transactions in computer-based instruction for ill-structured and visual domains focuses on two transactions developed for meteorology training that provide the capability to interact with video and graphic images at a very detailed level. Potential applications for the transactions are suggested, and early evaluation reports are…

Enhancement of Teaching and Learning of the Fundamentals of Nuclear Engineering Using Multimedia Courseware.

ERIC Educational Resources Information Center

Keyvan, Shahla A.; Pickard, Rodney; Song, Xiaolong

1997-01-01

Computer-aided instruction incorporating interactive multimedia and network technologies can boost teaching effectiveness and student learning. This article describes the development and implementation of network server-based interactive multimedia courseware for a fundamental course in nuclear engineering. A student survey determined that 80% of…

The effects of 3D interactive animated graphics on student learning and attitudes in computer-based instruction

NASA Astrophysics Data System (ADS)

Moon, Hye Sun

Visuals are most extensively used as instructional tools in education to present spatially-based information. Recent computer technology allows the generation of 3D animated visuals to extend the presentation in computer-based instruction. Animated visuals in 3D representation not only possess motivational value that promotes positive attitudes toward instruction but also facilitate learning when the subject matter requires dynamic motion and 3D visual cue. In this study, three questions are explored: (1) how 3D graphics affects student learning and attitude, in comparison with 2D graphics; (2) how animated graphics affects student learning and attitude, in comparison with static graphics; and (3) whether the use of 3D graphics, when they are supported by interactive animation, is the most effective visual cues to improve learning and to develop positive attitudes. A total of 145 eighth-grade students participated in a 2 x 2 factorial design study. The subjects were randomly assigned to one of four computer-based instructions: 2D static; 2D animated; 3D static; and 3D animated. The results indicated that: (1) Students in the 3D graphic condition exhibited more positive attitudes toward instruction than those in the 2D graphic condition. No group differences were found between the posttest score of 3D graphic condition and that of 2D graphic condition. However, students in the 3D graphic condition took less time for information retrieval on posttest than those in the 2D graphic condition. (2) Students in the animated graphic condition exhibited slightly more positive attitudes toward instruction than those in the static graphic condition. No group differences were found between the posttest score of animated graphic condition and that of static graphic condition. However, students in the animated graphic condition took less time for information retrieval on posttest than those in the static graphic condition. (3) Students in the 3D animated graphic condition exhibited more positive attitudes toward instruction than those in other treatment conditions (2D static, 2D animated, and 3D static conditions). No group differences were found in the posttest scores among four treatment conditions. However, students in the 3D animated condition took less time for information retrieval on posttest than those in other treatment conditions.

Computer-Based Grammar Instruction in an EFL Context: Improving the Effectiveness of Teaching Adverbial Clauses

ERIC Educational Resources Information Center

Kiliçkaya, Ferit

2015-01-01

This study aims to find out whether there are any statistically significant differences in participants' achievements on three different types of instruction: computer-based instruction, teacher-driven instruction, and teacher-driven grammar supported by computer-based instruction. Each type of instruction follows the deductive approach. The…

TOWARD A COMPUTER BASED INSTRUCTIONAL SYSTEM.

ERIC Educational Resources Information Center

GARIGLIO, LAWRENCE M.; RODGERS, WILLIAM A.

THE INFORMATION FOR THIS REPORT WAS OBTAINED FROM VARIOUS COMPUTER ASSISTED INSTRUCTION INSTALLATIONS. COMPUTER BASED INSTRUCTION REFERS TO A SYSTEM AIMED AT INDIVIDUALIZED INSTRUCTION, WITH THE COMPUTER AS CENTRAL CONTROL. SUCH A SYSTEM HAS 3 MAJOR SUBSYSTEMS--INSTRUCTIONAL, RESEARCH, AND MANAGERIAL. THIS REPORT EMPHASIZES THE INSTRUCTIONAL…

Team Production of Learner-Controlled Courseware: A Progress Report.

ERIC Educational Resources Information Center

Bunderson, C. Victor

A project being conducted by the MITRE Corporation and Brigham Young University (BYU) is developing hardware, software, and courseware for the TICCIT (Time Shared, Interactive, Computer Controlled Information Television) computer-assisted instructional system. Four instructional teams at BYU, each having an instructional psychologist, subject…

The Further Development of CSIEC Project Driven by Application and Evaluation in English Education

ERIC Educational Resources Information Center

Jia, Jiyou; Chen, Weichao

2009-01-01

In this paper, we present the comprehensive version of CSIEC (Computer Simulation in Educational Communication), an interactive web-based human-computer dialogue system with natural language for English instruction, and its tentative application and evaluation in English education. First, we briefly introduce the motivation for this project,…

Videodiscs in Voc Ed. Information Series No. 299.

ERIC Educational Resources Information Center

Olivier, William P.

This paper provides teachers and trainers with the concepts and procedures involved in using interactive videodisc technology for instruction. Described first are types of individualized instruction that have influenced videodisc development: programmed and computer-aided instruction, as well as computer graphics. Then the author explains how…

Development of a Low-Cost, Stand-Alone Microterminal for Support of Testing and Instruction. Final Report for Period January 1977-February 1978.

ERIC Educational Resources Information Center

Steffen, Dale A.; And Others

A study was undertaken to develop a microterminal for use in a computer-based instructional system. Objectives were to use new microprocessor technology to produce one terminal that is more effective and efficient than either the management terminal or the plasma type interactive terminal presently in use by the Air Force Advanced Instructional…

From Teaching Machines to Microcomputers: Some Milestones in the History of Computer-Based Instruction.

ERIC Educational Resources Information Center

Niemiec, Richard P.; Walberg, Herbert J.

1989-01-01

Examines the history of computer-based education within the context of psychological theorists of instruction, including Pressey, Thorndike, Skinner, and Crowder. Topics discussed include computer-managed instruction; computer-assisted instruction; the Computer Curriculum Corporation; PLATO; TICCIT; microcomputers; effects on students; and cost…

Computer Assisted Instructional Design for Computer-Based Instruction. Final Report. Working Papers.

ERIC Educational Resources Information Center

Russell, Daniel M.; Pirolli, Peter

Recent advances in artificial intelligence and the cognitive sciences have made it possible to develop successful intelligent computer-aided instructional systems for technical and scientific training. In addition, computer-aided design (CAD) environments that support the rapid development of such computer-based instruction have also been recently…

The effect of four instructional methods, gender, and time of testing on the achievement of sixth graders learning to interpret graphs

NASA Astrophysics Data System (ADS)

Young, Jerry Wayne

The purpose of this study was to determine the effects of four instructional methods (direct instruction, computer-aided instruction, video observation, and microcomputer-based lab activities), gender, and time of testing (pretest, immediate posttest for determining the immediate effect of instruction, and a delayed posttest two weeks later to determine the retained effect of the instruction) on the achievement of sixth graders who were learning to interpret graphs of displacement and velocity. The dependent variable of achievement was reflected in the scores earned by students on a testing instrument of established validity and reliability. The 107 students participating in the study were divided by gender and were then randomly assigned to the four treatment groups, each taught by a different teacher. Each group had approximately equal numbers of males and females. The students were pretested and then involved in two class periods of the instructional method which was unique to their group. Immediately following treatment they were posttested and two weeks later they were posttested again. The data in the form of test scores were analyzed with a two-way split-plot analysis of variance to determine if there was significant interaction among technique, gender, and time of testing. When significant interaction was indicated, the Tukey HSD test was used to determine specific mean differences. The results of the analysis indicated no gender effect. Only students in the direct instruction group and the microcomputer-based laboratory group had significantly higher posttest-1 scores than pretest scores. They also had significantly higher posttest-2 scores than pretest scores. This suggests that the learning was retained. The other groups experienced no significant differences among pretest, posttest-1, and posttest-2 scores. Recommendations are that direct instruction and microcomputer-based laboratory activities should be considered as effective stand-alone methods for teaching sixth grade students to interpret graphs of displacement and velocity. However, video and computer instruction may serve as supplemental activities.

The Pendulum Swing of User Instruction and Interaction: The Resurrection of "How to Use" Technology to Learn in the 21st Century

ERIC Educational Resources Information Center

Ramsay, Judith; Terras, Melody M.

2015-01-01

The use of technology to support learning is well recognised. One generation ago a major strand of human--computer interaction research focussed on the development of forms of instruction in how to interact with computers. Today, however, the advanced usability of modern technologies has all but removed the presence of many user manuals. Learners,…

A Model for Integrating Technology and Learning in Public Health Education

ERIC Educational Resources Information Center

Bardzell, Shaowen; Bardzell, Jeffrey; So, Hyo-Jeong; Lee, Junghun

2004-01-01

As computer interfaces emerge as an instructional medium, instructors transitioning from the classroom continue to bear the burden of designing effective instruction. The medium of the computer interface, and the kinds of learning and interactive possibilities it affords, presumably changes the delivery of learner-centered instruction.…

A Complete Interactive Graphical Computer-Aided Instruction System.

ERIC Educational Resources Information Center

Abrams, Steven Selby

The use of interactive graphics in computer-aided instruction systems is discussed with emphasis placed on two requirements of such a system. The first is the need to provide the teacher with a useful tool with which to design and modify teaching sessions tailored to the individual needs and capabilities of the students. The second is the…

The Application of Web-based Computer-assisted Instruction Courseware within Health Assessment

NASA Astrophysics Data System (ADS)

Xiuyan, Guo

Health assessment is a clinical nursing course and places emphasis on clinical skills. The application of computer-assisted instruction in the field of nursing teaching solved the problems in the traditional lecture class. This article stated teaching experience of web-based computer-assisted instruction, based upon a two-year study of computer-assisted instruction courseware use within the course health assessment. The computer-assisted instruction courseware could develop teaching structure, simulate clinical situations, create teaching situations and facilitate students study.

The Teaching of Protein Synthesis--A Microcomputer Based Method.

ERIC Educational Resources Information Center

Goodridge, Frank

1983-01-01

Describes two computer programs (BASIC for 32K Commodore PET) for teaching protein synthesis. The first is an interactive test of base-pairing knowledge, and the second generates random DNA nucleotide sequences, with instructions for substitution, insertion, and deletion printed out for each student. (JN)

E-Learning. Trends and Issues Alert.

ERIC Educational Resources Information Center

Imel, Susan

Electronic learning, also known as e-learning, is generally defined as instruction and learning experiences that are delivered via electronic technology such as the Internet, audiotape and videotape, satellite broadcast, interactive television, and CD-ROM. Web-based learning, computer-based learning, and virtual classrooms are some of the…

Instructional Variables in Meaningful Learning of Computer Programming.

ERIC Educational Resources Information Center

Mayer, Richard E.

Some 120 undergraduate students participated in experiments to learn how novice computer programers learn to interact with the computer. Two instructional booklets were used: A "rule" booklet consisted of definitions and examples of seven modified FORTRAN statements and appropriate grammar rules; the "model" booklet was…

Learning with Interactive Computer Graphics in the Undergraduate Neuroscience Classroom

PubMed Central

Pani, John R.; Chariker, Julia H.; Naaz, Farah; Mattingly, William; Roberts, Joshua; Sephton, Sandra E.

2014-01-01

Instruction of neuroanatomy depends on graphical representation and extended self-study. As a consequence, computer-based learning environments that incorporate interactive graphics should facilitate instruction in this area. The present study evaluated such a system in the undergraduate neuroscience classroom. The system used the method of adaptive exploration, in which exploration in a high fidelity graphical environment is integrated with immediate testing and feedback in repeated cycles of learning. The results of this study were that students considered the graphical learning environment to be superior to typical classroom materials used for learning neuroanatomy. Students managed the frequency and duration of study, test, and feedback in an efficient and adaptive manner. For example, the number of tests taken before reaching a minimum test performance of 90% correct closely approximated the values seen in more regimented experimental studies. There was a wide range of student opinion regarding the choice between a simpler and a more graphically compelling program for learning sectional anatomy. Course outcomes were predicted by individual differences in the use of the software that reflected general work habits of the students, such as the amount of time committed to testing. The results of this introduction into the classroom are highly encouraging for development of computer-based instruction in biomedical disciplines. PMID:24449123

I CAN Learn®. [Secondary Mathematics.] What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"I CAN Learn"® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the…

I CAN Learn®. [Primary Mathematics.] What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"I CAN Learn"® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the…

Conventional Microscopy vs. Computer Imagery in Chiropractic Education.

PubMed

Cunningham, Christine M; Larzelere, Elizabeth D; Arar, Ilija

2008-01-01

As human tissue pathology slides become increasingly difficult to obtain, other methods of teaching microscopy in educational laboratories must be considered. The purpose of this study was to evaluate our students' satisfaction with newly implemented computer imagery based laboratory instruction and to obtain input from their perspective on the advantages and disadvantages of computerized vs. traditional microscope laboratories. This undertaking involved the creation of a new computer laboratory. Robbins and Cotran Pathologic Basis of Disease, 7(th)ed, was chosen as the required text which gave students access to the Robbins Pathology website, including complete content of text, Interactive Case Study Companion, and Virtual Microscope. Students had experience with traditional microscopes in their histology and microbiology laboratory courses. Student satisfaction with computer based learning was assessed using a 28 question survey which was administered to three successive trimesters of pathology students (n=193) using the computer survey website Zoomerang. Answers were given on a scale of 1-5 and statistically analyzed using weighted averages. The survey data indicated that students were satisfied with computer based learning activities during pathology laboratory instruction. The most favorable aspect to computer imagery was 24-7 availability (weighted avg. 4.16), followed by clarification offered by accompanying text and captions (weighted avg. 4.08). Although advantages and disadvantages exist in using conventional microscopy and computer imagery, current pathology teaching environments warrant investigation of replacing traditional microscope exercises with computer applications. Chiropractic students supported the adoption of computer-assisted instruction in pathology laboratories.

Comparison of Computer Based Instruction to Behavior Skills Training for Teaching Staff Implementation of Discrete-Trial Instruction with an Adult with Autism

ERIC Educational Resources Information Center

Nosik, Melissa R.; Williams, W. Larry; Garrido, Natalia; Lee, Sarah

2013-01-01

In the current study, behavior skills training (BST) is compared to a computer based training package for teaching discrete trial instruction to staff, teaching an adult with autism. The computer based training package consisted of instructions, video modeling and feedback. BST consisted of instructions, modeling, rehearsal and feedback. Following…

Teaching Prevention in Pediatrics.

ERIC Educational Resources Information Center

Cheng, Tina L.; Greenberg, Larrie; Loeser, Helen; Keller, David

2000-01-01

Reviews methods of teaching preventive medicine in pediatrics and highlights innovative programs. Methods of teaching prevention in pediatrics include patient interactions, self-directed learning, case-based learning, small-group learning, standardized patients, computer-assisted instruction, the Internet, student-centered learning, and lectures.…

Learning, Interactional, and Motivational Outcomes in One-to-One Synchronous Computer-Mediated versus Face-to-Face Tutoring

ERIC Educational Resources Information Center

Siler, Stephanie Ann; VanLehn, Kurt

2009-01-01

Face-to-face (FTF) human-human tutoring has ranked among the most effective forms of instruction. However, because computer-mediated (CM) tutoring is becoming increasingly common, it is instructive to evaluate its effectiveness relative to face-to-face tutoring. Does the lack of spoken, face-to-face interaction affect learning gains and…

Designer: A Knowledge-Based Graphic Design Assistant.

ERIC Educational Resources Information Center

Weitzman, Louis

This report describes Designer, an interactive tool for assisting with the design of two-dimensional graphic interfaces for instructional systems. The system, which consists of a color graphics interface to a mathematical simulation, provides enhancements to the Graphics Editor component of Steamer (a computer-based training system designed to aid…

Transforming information for computer-aided instruction: using a Socratic Dialogue method to teach gross anatomy.

PubMed

Constantinou, P; Daane, S; Dev, P

1994-01-01

Traditional teaching of anatomy can be a difficult process of rote memorization. Computers allow information presentation to be much more dynamic, and interactive; the same information can be presented in multiple organizations. Using this idea, we have implemented a new pedagogy for computer-assisted instruction in The Anatomy Lesson, an interactive digital teacher which uses a "Socratic Dialogue" metaphor, as well as a textbook-like approach, to facilitate conceptual learning in anatomy.

Artificial Intelligence Methods in Computer-Based Instructional Design. The Minnesota Adaptive Instructional System.

ERIC Educational Resources Information Center

Tennyson, Robert

1984-01-01

Reviews educational applications of artificial intelligence and presents empirically-based design variables for developing a computer-based instruction management system. Taken from a programmatic research effort based on the Minnesota Adaptive Instructional System, variables include amount and sequence of instruction, display time, advisement,…

A Cognitive Approach to e-Learning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Greitzer, Frank L.; Rice, Douglas M.; Eaton, Sharon L.

2003-12-01

Like traditional classroom instruction, distributed learning derives from passive training paradigms. Just as student-centered classroom teaching methods have been applied over several decades of classroom instruction, interactive approaches have been encouraged for distributed learning. While implementation of multimedia-based training features may appear to produce active learning, sophisticated use of multimedia features alone does not necessarily enhance learning. This paper describes the results of applying cognitive science principles to enhance learning in a student-centered, distributed learning environment, and lessons learned in developing and delivering this training. Our interactive, scenario-based approach exploits multimedia technology within a systematic, cognitive framework for learning. Themore » basis of the application of cognitive principles is the innovative use of multimedia technology to implement interaction elements. These simple multimedia interactions, which are used to support new concepts, are later combined with other interaction elements to create more complex, integrated practical exercises. This technology-based approach may be applied in a variety of training and education contexts, but is especially well suited for training of equipment operators and maintainers. For example, it has been used in a sustainment training application for the United States Army's Combat Support System Automated Information System Interface (CAISI). The CAISI provides a wireless communications capability that allows various logistics systems to communicate across the battlefield. Based on classroom training material developed by the CAISI Project Office, the Pacific Northwest National Laboratory designed and developed an interactive, student-centered distributed-learning application for CAISI operators and maintainers. This web-based CAISI training system is also distributed on CD media for use on individual computers, and material developed for the computer-based course can be used in the classroom. In addition to its primary role in sustainment training, this distributed learning course can complement or replace portions of the classroom instruction, thus supporting a blended learning solution.« less

Factors Influencing Junior High School Teachers' Computer-Based Instructional Practices Regarding Their Instructional Evolution Stages

ERIC Educational Resources Information Center

Hsu, Ying-Shao; Wu, Hsin-Kai; Hwang, Fu-Kwun

2007-01-01

Sandholtz, Ringstaff, & Dwyer (1996) list five stages in the "evolution" of a teacher's capacity for computer-based instruction--entry, adoption, adaptation, appropriation and invention--which hereafter will be called the teacher's computer-based instructional evolution. In this study of approximately six hundred junior high school…

Adapting Instruction to Individual Learner Differences: A Research Paradigm for Computer-Based Instruction.

ERIC Educational Resources Information Center

Mills, Steven C.; Ragan, Tillman J.

This paper examines a research paradigm that is particularly suited to experimentation-related computer-based instruction and integrated learning systems. The main assumption of the model is that one of the most powerful capabilities of computer-based instruction, and specifically of integrated learning systems, is the capacity to adapt…

Teachers' Organization of Participation Structures for Teaching Science with Computer Technology

NASA Astrophysics Data System (ADS)

Subramaniam, Karthigeyan

2016-08-01

This paper describes a qualitative study that investigated the nature of the participation structures and how the participation structures were organized by four science teachers when they constructed and communicated science content in their classrooms with computer technology. Participation structures focus on the activity structures and processes in social settings like classrooms thereby providing glimpses into the complex dynamics of teacher-students interactions, configurations, and conventions during collective meaning making and knowledge creation. Data included observations, interviews, and focus group interviews. Analysis revealed that the dominant participation structure evident within participants' instruction with computer technology was ( Teacher) initiation-( Student and Teacher) response sequences-( Teacher) evaluate participation structure. Three key events characterized the how participants organized this participation structure in their classrooms: setting the stage for interactive instruction, the joint activity, and maintaining accountability. Implications include the following: (1) teacher educators need to tap into the knowledge base that underscores science teachers' learning to teach philosophies when computer technology is used in instruction. (2) Teacher educators need to emphasize the essential idea that learning and cognition is not situated within the computer technology but within the pedagogical practices, specifically the participation structures. (3) The pedagogical practices developed with the integration or with the use of computer technology underscored by the teachers' own knowledge of classroom contexts and curriculum needs to be the focus for how students learn science content with computer technology instead of just focusing on how computer technology solely supports students learning of science content.

Education on the Electronic Frontier: Teleapprentices in Globally Distributed Educational Contexts. Interactive Technology Laboratory Report #14.

ERIC Educational Resources Information Center

Levin, James A.; And Others

1987-01-01

The instructional media created by microcomputers interconnected by modems to form long-distance networks present some powerful new opportunities for education. While other uses of computers in education have been built on conventional instructional models of classroom interaction, instructional electronic networks facilitate a wider use of…

Meta-Analysis of Interactive Video Instruction: A 10 Year Review of Achievement Effects.

ERIC Educational Resources Information Center

McNeil, Barbara J.; Nelson, Karyn R.

Sixty-three studies which investigated cognitive achievement effects following interactive video (IV) instruction were integrated through a meta-analysis technique. Overall, mean achievement effect for IV was .530 (corrected for outliers), indicating that IV is an effective form of instruction. The effect is similar to that of computer-assisted…

The Education of a Marketplace: The Role of Computer Stores in Encouraging a Computer Literate Society.

ERIC Educational Resources Information Center

Goddard, Constance

Computer retailers and manufacturers have found providing appropriate instruction to be an essential part of marketing and selling their products. Most computer stores have classrooms in which courses are offered, providing an informal, interactive atmosphere for the instruction. The microcomputer market has split into two major segments: the…

Systems Concepts and Computer-Managed Instruction: An Implementation and Validation Study.

ERIC Educational Resources Information Center

Dick, Walter; Gallagher, Paul

The Florida State model of computer-managed instruction (CMI) differs from other such models in that it assumes a student will achieve his maximum performance level by interacting directly with the computer in order to evaluate his learning experience. In this system the computer plays the role of real-time diagnostician and prescriber for the…

Interactive computer-assisted instruction vs. lecture format in dental education.

PubMed

Howerton, W Bruce; Enrique, Platin R T; Ludlow, John B; Tyndall, Donald A

2004-01-01

The purpose of this study was to compare computer-assisted instruction (CAI) with lecture format using recent hardware and software advances. A pre- and post-test was used to determine student performance and instructional preference. In addition, a post-instruction survey was used to determine student learning preferences. Seventy-five first-year University of North Carolina (UNC) dental students who were registered for the introductory radiology course were asked to participate. All agreed and were randomly placed in one of three groups: interactive CD only, interactive CD and lecture, and lecture only. The content of the multimedia instruction focused on intraoral radiography. A pre- and post-test was administered to determine if there was a significant difference between interactive CD and lecture formats, and an evaluation instrument was used to determine if there was a student learning preference between CAI and lecture format. Analysis of covariance and the sign test were used to determine significance (p<.05). There was no significant difference between pre- and post-test outcomes, indicating that similar learning took place using the interactive CD and/or lecture format. However, students preferred CAI to lecture format.

Intrusive and Non-Intrusive Instruction in Dynamic Skill Training.

DTIC Science & Technology

1981-10-01

less sensitive to the processing load imposed by the dynaic task together with instructional feedback processing than were the decison - making and...betwee computer based instruction of knowledge systems and computer based instruction of dynamic skills. There is reason to expect that the findings of...knowledge 3Ytm and computer based instruction of dynlamic skill.. There is reason to expect that the findings of research on knowledge system

Transforming information for computer-aided instruction: using a Socratic Dialogue method to teach gross anatomy.

PubMed Central

Constantinou, P.; Daane, S.; Dev, P.

1994-01-01

Traditional teaching of anatomy can be a difficult process of rote memorization. Computers allow information presentation to be much more dynamic, and interactive; the same information can be presented in multiple organizations. Using this idea, we have implemented a new pedagogy for computer-assisted instruction in The Anatomy Lesson, an interactive digital teacher which uses a "Socratic Dialogue" metaphor, as well as a textbook-like approach, to facilitate conceptual learning in anatomy. Images Figure 1 PMID:7949881

Improving Learning, Retention of Knowledge, and Attitude of Students in a Vocational-Technical College through Interactive Computer Technology.

ERIC Educational Resources Information Center

Hitchcock, A. Allen

The problem that this practicum attempted to solve was that students in a vocational-technical college tended to underachieve in courses that were mainly cognitive in nature, as evidenced by low overall grade-point course averages and other measures. The researcher designed computer-based simulation/gaming instruction that aimed to increase…

Interactive Computer Lessons for Introductory Economics: Guided Inquiry-From Supply and Demand to Women in the Economy.

ERIC Educational Resources Information Center

Miller, John; Weil, Gordon

1986-01-01

The interactive feature of computers is used to incorporate a guided inquiry method of learning introductory economics, extending the Computer Assisted Instruction (CAI) method beyond drills. (Author/JDH)

Communication in a Web-Based Conferencing System: The Quality of Computer-Mediated Interactions.

ERIC Educational Resources Information Center

Angeli, Charoula; Valanides, Nicos; Bonk, Curtis J.

2003-01-01

Describes a study of undergraduates that investigated the extent to which an electronic conferencing system, COW (Conferencing on the Web) facilitated preservice teachers' communication outside their classroom when discussing teaching cases from their field experiences, and the potential of COW and case-based instruction to foster quality…

Central Limit Theorem: New SOCR Applet and Demonstration Activity

ERIC Educational Resources Information Center

Dinov, Ivo D.; Christou, Nicholas; Sanchez, Juana

2008-01-01

Modern approaches for information technology based blended education utilize a variety of novel instructional, computational and network resources. Such attempts employ technology to deliver integrated, dynamically linked, interactive content and multi-faceted learning environments, which may facilitate student comprehension and information…

Rehabilitation Aids.

ERIC Educational Resources Information Center

National Center on Educational Media and Materials for the Handicapped, Columbus, OH.

Selected from the National Instructional Materials Information System (NIMIS)--a computer based on-line interactive retrieval system on special education materials--the bibliography covers 40 equipment items for rehabilitation and physical therapy programs for all levels of handicapped children. Described are such items as a handygym, a suspension…

Towards Contextualized Learning Services

NASA Astrophysics Data System (ADS)

Specht, Marcus

Personalization of feedback and instruction has often been considered as a key feature in learning support. The adaptations of the instructional process to the individual and its different aspects have been investigated from different research perspectives as learner modelling, intelligent tutoring systems, adaptive hypermedia, adaptive instruction and others. Already in the 1950s first commercial systems for adaptive instruction for trainings of keyboard skills have been developed utilizing adaptive configuration of feedback based on user performance and interaction footprints (Pask 1964). Around adaptive instruction there is a variety of research issues bringing together interdisciplinary research from computer science, engineering, psychology, psychotherapy, cybernetics, system dynamics, instructional design, and empirical research on technology enhanced learning. When classifying best practices of adaptive instruction different parameters of the instructional process have been identified which are adapted to the learner, as: sequence and size of task difficulty, time of feedback, pace of learning speed, reinforcement plan and others these are often referred to the adaptation target. Furthermore Aptitude Treatment Interaction studies explored the effect of adapting instructional parameters to different characteristics of the learner (Tennyson and Christensen 1988) as task performance, personality characteristics, or cognitive abilities, this is information is referred to as adaptation mean.

Aligning Game Activity with Educational Goals: Following a Constrained Design Approach to Instructional Computer Games

ERIC Educational Resources Information Center

Shelton, Brett E.; Scoresby, Jon

2011-01-01

We discuss the design, creation and implementation of an instructional game for use in a high school poetry class following a commitment to an educational game design principle of "alignment". We studied groups of instructional designers and an interactive fiction computer game they built. The game was implemented in a 9th grade English classroom…

The effects of the interaction between cognitive style and instructional strategy on the educational outcomes for a science exhibit

NASA Astrophysics Data System (ADS)

Knappenberger, Naomi

This dissertation examines factors which may affect the educational effectiveness of science exhibits. Exhibit effectiveness is the result of a complex interaction among exhibit features, cognitive characteristics of the museum visitor, and educational outcomes. The purpose of this study was to determine the relative proportions of field-dependent and field-independent visitors in the museum audience, and to ascertain if the cognitive style of visitors interacted with instructional strategies to affect the educational outcomes for a computer-based science exhibit. Cognitive style refers to the self-consistent modes of selecting and processing information that an individual employs throughout his or her perceptual and intellectual activities. It has a broad influence on many aspects of personality and behavior, including perception, memory, problem solving, interest, and even social behaviors and self-concept. As such, it constitutes essential dimensions of individual differences among museum visitors and has important implications for instructional design in the museum. The study was conducted in the spring of 1998 at the Adler Planetarium and Astronomy Museum in Chicago. Two experimental treatments of a computer-based exhibit were tested in the study. The first experimental treatment utilized strategies designed for field-dependent visitors that limited the text and provided more structure and cueing than the baseline treatment of the computer program. The other experimental treatment utilized strategies designed for field-independent visitors that provided hypothesis-testing and more contextual information. Approximately two-thirds of the visitors were field-independent. The results of a multiple regression analysis indicated that there was a significant interaction between cognitive style and instructional strategy that affected visitors' posttest scores on a multiple-choice test of the content. Field-independent visitors out- performed the field-dependent visitors in the control, baseline, and both experimental treatments. Both field-dependent and field-independent visitor posttest scores increased in the field-dependent experimental treatment and in the field-independent treatment. The most effective treatment for all visitors was the field-independent treatment. Criteria for designing a computer-based exhibit to meet the needs of all visitors were recommended. These included organized, concise text; a structured, rather than exploratory design; and cueing in the form of questions, bold fonts, underlining of important words and concepts, and captioned images.

Computer-Based Instruction: Roots, Origins, Applications, Benefits, Features, Systems, Trends and Issues.

ERIC Educational Resources Information Center

Hofstetter, Fred T.

Dealing exclusively with instructional computing, this paper describes how computers are delivering instruction in a wide variety of subjects to students of all ages and explains why computer-based education is currently having a profound impact on education. After a discussion of roots and origins, computer applications are described for…

Integrating Computer-Mediated Communication Strategy Instruction

ERIC Educational Resources Information Center

McNeil, Levi

2016-01-01

Communication strategies (CSs) play important roles in resolving problematic second language interaction and facilitating language learning. While studies in face-to-face contexts demonstrate the benefits of communication strategy instruction (CSI), there have been few attempts to integrate computer-mediated communication and CSI. The study…

Verification of the FtCayuga fault-tolerant microprocessor system. Volume 1: A case study in theorem prover-based verification

NASA Technical Reports Server (NTRS)

Srivas, Mandayam; Bickford, Mark

1991-01-01

The design and formal verification of a hardware system for a task that is an important component of a fault tolerant computer architecture for flight control systems is presented. The hardware system implements an algorithm for obtaining interactive consistancy (byzantine agreement) among four microprocessors as a special instruction on the processors. The property verified insures that an execution of the special instruction by the processors correctly accomplishes interactive consistency, provided certain preconditions hold. An assumption is made that the processors execute synchronously. For verification, the authors used a computer aided design hardware design verification tool, Spectool, and the theorem prover, Clio. A major contribution of the work is the demonstration of a significant fault tolerant hardware design that is mechanically verified by a theorem prover.

Citation Patterns in the Computer-Based Instruction Literature.

ERIC Educational Resources Information Center

Wedman, John F.

1987-01-01

This study examined indirect communication patterns among professionals in the computer-based instruction field by analyzing citations from the Journal of Computer-Based Instruction. The patterns found provide the basis for identifying invisible colleges, defined here as communication networks that facilitate the diffusion of knowledge and direct…

Computer Assistance for Writing Interactive Programs: TICS.

ERIC Educational Resources Information Center

Kaplow, Roy; And Others

1973-01-01

Investigators developed an on-line, interactive programing system--the Teacher-Interactive Computer System (TICS)--to provide assistance to those who were not programers, but nevertheless wished to write interactive instructional programs. TICS had two components: an author system and a delivery system. Underlying assumptions were that…

Web-based training: a new paradigm in computer-assisted instruction in medicine.

PubMed

Haag, M; Maylein, L; Leven, F J; Tönshoff, B; Haux, R

1999-01-01

Computer-assisted instruction (CAI) programs based on internet technologies, especially on the world wide web (WWW), provide new opportunities in medical education. The aim of this paper is to examine different aspects of such programs, which we call 'web-based training (WBT) programs', and to differentiate them from conventional CAI programs. First, we will distinguish five different interaction types: presentation; browsing; tutorial dialogue; drill and practice; and simulation. In contrast to conventional CAI, there are four architectural types of WBT programs: client-based; remote data and knowledge; distributed teaching; and server-based. We will discuss the implications of the different architectures for developing WBT software. WBT programs have to meet other requirements than conventional CAI programs. The most important tools and programming languages for developing WBT programs will be listed and assigned to the architecture types. For the future, we expect a trend from conventional CAI towards WBT programs.

Interactive Videodisc as a Component in a Multi-Method Approach to Anatomy and Physiology.

ERIC Educational Resources Information Center

Wheeler, Donald A.; Wheeler, Mary Jane

At Cuyahoga Community College (Ohio), computer-controlled interactive videodisc technology is being used as one of several instructional methods to teach anatomy and physiology. The system has the following features: audio-visual instruction, interaction with immediate feedback, self-pacing, fill-in-the-blank quizzes for testing total recall,…

[Computer Assisted Instruction.

ERIC Educational Resources Information Center

Broderick, Bill; And Others

1987-01-01

These two serial issues are devoted to the impact of computers on education, and specifically their effects on developmental education programs. First "The Effects of Computer-Based Instruction" summarizes the literature on the impact of computer-based instruction, including a study by James and Chen-Lin Kulik and Peter Cohen, which found that:…

A Usability Study of a Serious Game in Cognitive Rehabilitation: A Compensatory Navigation Training in Acquired Brain Injury Patients

PubMed Central

van der Kuil, Milan N. A.; Visser-Meily, Johanna M. A.; Evers, Andrea W. M.; van der Ham, Ineke J. M.

2018-01-01

Acquired brain injury patients often report navigation impairments. A cognitive rehabilitation therapy has been designed in the form of a serious game. The aim of the serious game is to aid patients in the development of compensatory navigation strategies by providing exercises in 3D virtual environments on their home computers. The objective of this study was to assess the usability of three critical gaming attributes: movement control in 3D virtual environments, instruction modality and feedback timing. Thirty acquired brain injury patients performed three tasks in which objective measures of usability were obtained. Mouse controlled movement was compared to keyboard controlled movement in a navigation task. Text-based instructions were compared to video-based instructions in a knowledge acquisition task. The effect of feedback timing on performance and motivation was examined in a navigation training game. Subjective usability ratings of all design options were assessed using questionnaires. Results showed that mouse controlled interaction in 3D environments is more effective than keyboard controlled interaction. Patients clearly preferred video-based instructions over text-based instructions, even though video-based instructions were not more effective in context of knowledge acquisition and comprehension. No effect of feedback timing was found on performance and motivation in games designed to train navigation abilities. Overall appreciation of the serious game was positive. The results provide valuable insights in the design choices that facilitate the transfer of skills from serious games to real-life situations. PMID:29922196

A Usability Study of a Serious Game in Cognitive Rehabilitation: A Compensatory Navigation Training in Acquired Brain Injury Patients.

PubMed

van der Kuil, Milan N A; Visser-Meily, Johanna M A; Evers, Andrea W M; van der Ham, Ineke J M

2018-01-01

Acquired brain injury patients often report navigation impairments. A cognitive rehabilitation therapy has been designed in the form of a serious game. The aim of the serious game is to aid patients in the development of compensatory navigation strategies by providing exercises in 3D virtual environments on their home computers. The objective of this study was to assess the usability of three critical gaming attributes: movement control in 3D virtual environments, instruction modality and feedback timing. Thirty acquired brain injury patients performed three tasks in which objective measures of usability were obtained. Mouse controlled movement was compared to keyboard controlled movement in a navigation task. Text-based instructions were compared to video-based instructions in a knowledge acquisition task. The effect of feedback timing on performance and motivation was examined in a navigation training game. Subjective usability ratings of all design options were assessed using questionnaires. Results showed that mouse controlled interaction in 3D environments is more effective than keyboard controlled interaction. Patients clearly preferred video-based instructions over text-based instructions, even though video-based instructions were not more effective in context of knowledge acquisition and comprehension. No effect of feedback timing was found on performance and motivation in games designed to train navigation abilities. Overall appreciation of the serious game was positive. The results provide valuable insights in the design choices that facilitate the transfer of skills from serious games to real-life situations.

Tutor versus computer: a prospective comparison of interactive tutorial and computer-assisted instruction in radiology education.

PubMed

Lieberman, Gillian; Abramson, Richard; Volkan, Kevin; McArdle, Patricia J

2002-01-01

This study compared the educational effectiveness of an interactive tutorial with that of interactive computer-assisted instruction (CAI) and determined the effects of personal preference, learning style, and level of training. Fifty-four medical students and four radiology residents were prospectively, randomly assigned to receive instruction from different sections of an interactive tutorial and an interactive CAI module. Participants took tests of factual knowledge at the beginning and end of the instruction and a test of visual diagnosis at the end. They completed questionnaires to evaluate their preferred learning styles objectively and to elicit their subjective attitudes toward the two formats. Mean test scores of the tutorial and CAI groups were compared by means of analysis of covariance and two-tailed repeated-measures F test. Both the tutorial and CAI groups demonstrated significant improvement in posttest scores (P < .01 and P < .01, respectively) with the tutorial group's mean posttest score marginally but significantly higher (32.84 vs 28.13, P < .001). There were no significant interaction effects with participants' year of training (P = .845), objectively evaluated preferred learning style (P = .312), subjectively elicited attitude toward learning with CAI (P = .703), or visual diagnosis score (tutorial, 7.61; CD-ROM, 7.75; P = .79). Interactive tutorial and optimal CAI are both effective instructional formats. The tutorial was marginally but significantly more effective at teaching factual knowledge, an effect unrelated to students' year of training, learning style, or stated enjoyment of CAI. The superiority of the tutorial is expected to increase when it is compared with commercially expedient CAI modules.

Computer Assisted Instruction. Papers Presented at the Association for Educational Data Systems Annual Convention (Phoenix, Arizona, May 3-7, 1976).

ERIC Educational Resources Information Center

Association for Educational Data Systems, Washington, DC.

Two abstracts and seventeen articles on computer assisted instruction (CAI) presented at the 1976 Association for Educational Data Systems (AEDS) convention are included here. Four new computer programs are described: Author System for Education and Training (ASET); GNOSIS, a Swedish/English CAI package; Statistical Interactive Programming System…

A Computer-Assisted Instruction Program for Exercises on Finding Axioms. Technical Report Number 186.

ERIC Educational Resources Information Center

Goldberg, Adele; Suppes, Patrick

An interactive computer-assisted system for teaching elementary logic is described, which was designed to handle formalizations of first-order theories suitable for presentation in a computer-assisted instruction environment. The system provides tools with which the user can develop and then study a nonlogical axiomatic theory along whatever lines…

Determination of Perceptions of the Teacher Candidates Studying in the Computer and Instructional Technology Department towards Human-Computer Interaction and Related Basic Concepts

ERIC Educational Resources Information Center

Kiyici, Mubin

2011-01-01

HCI is a field which has an increasing popularity by virtue of the spread of the computers and internet and gradually contributes to the production of the user-friendlier software and hardware with the contribution of the scientists from different disciplines. Teacher candidates studying at the computer and instructional technologies department…

Research on Student Thought Processes during Computer-Based Instruction.

ERIC Educational Resources Information Center

Clark, Richard E.

1984-01-01

Reviews cognitive research related to computer-based instruction in the areas of motivation; the relationship between computer-assisted instruction and learning; learner control; transfer of learning; hemispheric dominance; and anxiety. Design professionals are urged to consider congitive views. (MBR)

The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

NASA Astrophysics Data System (ADS)

Rothman, Alan H.

This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking-inquiry skills. These conclusions support the value of a non-traditional, computer-based approach to instruction, such as exemplified by The Voyage of the Mimi curriculum, and a recommendation for reform in science teaching that has recommended the use of computer technology to enhance learning outcomes from science instruction to assist in reversing the trend toward what has been perceived to be relatively poor science performance by American students, as documented by the 1996 Third International Mathematics and Science Study (TIMSS).

An Evaluation of Computer-based Instruction in Microbiology.

ERIC Educational Resources Information Center

Merkel, Susan M.; Walman, Laura B.; Leventhal, Jeremy S.

2000-01-01

Discusses whether computer-based instructional materials improve student learning. Evaluates a computer-based hypermedia tutorial that was delivered over a web site. (Contains 24 references.) (Author/YDS)

Using Problem-Based Learning to Increase Computer Self-Efficacy in Taiwanese Students

ERIC Educational Resources Information Center

Smith, Cary Stacy; Hung, Li-Ching

2017-01-01

In Taiwan, teaching focuses around lecturing, with students having little opportunity to interact with each other. Problem-based learning (PBL) is a means of instruction where students learn the subject by being active participants in the pedagogical process, with the emphasis on problem-solving. In this study, the authors investigated whether PBL…

A Comparison of Four Simulation and Instructional Methods for Endodontic Review.

ERIC Educational Resources Information Center

Sandoval, Victor A.; And Others

1987-01-01

The effects of four different endodontic self-instructional review formats (slide-tape, latent-image simulation, computer text simulation, and computer-assisted video interactive simulation) on senior clinical endodontic performance are compared. Student evaluations, as well as comparative developmental expenditures, are discussed. (Author/MLW)

What Does Research on Computer-Based Instruction Have to Say to the Reading Teacher?

ERIC Educational Resources Information Center

Balajthy, Ernest

1987-01-01

Examines questions typically asked about the effectiveness of computer-based reading instruction, suggesting that these questions must be refined to provide meaningful insight into the issues involved. Describes several critical problems with existing research and presents overviews of research on the effects of computer-based instruction on…

Comparison of computer based instruction to behavior skills training for teaching staff implementation of discrete-trial instruction with an adult with autism.

PubMed

Nosik, Melissa R; Williams, W Larry; Garrido, Natalia; Lee, Sarah

2013-01-01

In the current study, behavior skills training (BST) is compared to a computer based training package for teaching discrete trial instruction to staff, teaching an adult with autism. The computer based training package consisted of instructions, video modeling and feedback. BST consisted of instructions, modeling, rehearsal and feedback. Following training, participants were evaluated in terms of their accuracy on completing critical skills for running a discrete trial program. Six participants completed training; three received behavior skills training and three received the computer based training. Participants in the BST group performed better overall after training and during six week probes than those in the computer based training group. There were differences across both groups between research assistant and natural environment competency levels. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Effect of Interactive CD-ROM/Digitized Audio Courseware on Reading among Low-Literate Adults.

ERIC Educational Resources Information Center

Gretes, John A.; Green, Michael

1994-01-01

Compares a multimedia adult literacy instructional course, Reading to Educate and Develop Yourself (READY), to traditional classroom instruction by studying effects of replacing conventional learning tools with computer-assisted instruction (CD-ROMs and audio software). Results reveal that READY surpassed traditional instruction for virtually…

Performance and Norms of Time for Adult Learners Instructed in CPR by an Interactive Videodisc System.

ERIC Educational Resources Information Center

Lyness, Ann L.

A computer system using interactive videodisc was developed and used by the American Heart Association to teach nursing students and others cardiopulmonary resuscitation (CPR). Two studies were made of the use of the system. Between September 1982 and April 1983, 48 participants received CPR instruction by interactive videodisc and 51 by…

SnapAnatomy, a computer-based interactive tool for independent learning of human anatomy.

PubMed

Yip, George W; Rajendran, Kanagasuntheram

2008-06-01

Computer-aided instruction materials are becoming increasing popular in medical education and particularly in the teaching of human anatomy. This paper describes SnapAnatomy, a new interactive program that the authors designed for independent learning of anatomy. SnapAnatomy is primarily tailored for the beginner student to encourage the learning of anatomy by developing a three-dimensional visualization of human structure that is essential to applications in clinical practice and the understanding of function. The program allows the student to take apart and to accurately put together body components in an interactive, self-paced and variable manner to achieve the learning outcome.

Revisiting cognitive and learning styles in computer-assisted instruction: not so useful after all.

PubMed

Cook, David A

2012-06-01

In a previous systematic review, the author proposed that adaptation to learners' cognitive and learning styles (CLSs) could improve the efficiency of computer-assisted instruction (CAI). In the present article, he questions that proposition, arguing that CLSs do not make a substantive difference in CAI. To support this argument, the author performed an updated systematic literature search, pooled new findings with those from the previous review, and reinterpreted this evidence with a focus on aptitude-treatment interactions. (An aptitude-treatment interaction occurs when a student with attribute 1 learns better with instructional approach A than with approach B, whereas a student with attribute 2 learns better with instructional approach B).Of 65 analyses reported in 48 studies, only 9 analyses (14%) showed significant interactions between CLS and instructional approach. It seems that aptitude-treatment interactions with CLSs are at best infrequent and small in magnitude. There are several possible explanations for this lack of effect. First, the influence of strong instructional methods likely dominates the impact of CLSs. Second, current methods for assessing CLSs lack validity evidence and are inadequate to accurately characterize the individual learner. Third, theories are vague, and empiric evidence is virtually nonexistent to guide the planning of style-targeted instructional designs. Adaptation to learners' CLSs thus seems unlikely to enhance CAI. The author recommends that educators focus on employing strong instructional methods. Educators might also consider assessing and adapting to learners' prior knowledge or allowing learners to select among alternate instructional approaches.

Literacity: A multimedia adult literacy package combining NASA technology, recursive ID theory, and authentic instruction theory

NASA Technical Reports Server (NTRS)

Willis, Jerry; Willis, Dee Anna; Walsh, Clare; Stephens, Elizabeth; Murphy, Timothy; Price, Jerry; Stevens, William; Jackson, Kevin; Villareal, James A.; Way, Bob

1994-01-01

An important part of NASA's mission involves the secondary application of its technologies in the public and private sectors. One current application under development is LiteraCity, a simulation-based instructional package for adults who do not have functional reading skills. Using fuzzy logic routines and other technologies developed by NASA's Information Systems Directorate and hypermedia sound, graphics, and animation technologies the project attempts to overcome the limited impact of adult literacy assessment and instruction by involving the adult in an interactive simulation of real-life literacy activities. The project uses a recursive instructional development model and authentic instruction theory. This paper describes one component of a project to design, develop, and produce a series of computer-based, multimedia instructional packages. The packages are being developed for use in adult literacy programs, particularly in correctional education centers. They use the concepts of authentic instruction and authentic assessment to guide development. All the packages to be developed are instructional simulations. The first is a simulation of 'finding a friend a job.'

Computer applications in remote sensing education

NASA Technical Reports Server (NTRS)

Danielson, R. L.

1980-01-01

Computer applications to instruction in any field may be divided into two broad generic classes: computer-managed instruction and computer-assisted instruction. The division is based on how frequently the computer affects the instructional process and how active a role the computer affects the instructional process and how active a role the computer takes in actually providing instruction. There are no inherent characteristics of remote sensing education to preclude the use of one or both of these techniques, depending on the computer facilities available to the instructor. The characteristics of the two classes are summarized, potential applications to remote sensing education are discussed, and the advantages and disadvantages of computer applications to the instructional process are considered.

A multimedia adult literacy program: Combining NASA technology, instructional design theory, and authentic literacy concepts

NASA Technical Reports Server (NTRS)

Willis, Jerry W.

1993-01-01

For a number of years, the Software Technology Branch of the Information Systems Directorate has been involved in the application of cutting edge hardware and software technologies to instructional tasks related to NASA projects. The branch has developed intelligent computer aided training shells, instructional applications of virtual reality and multimedia, and computer-based instructional packages that use fuzzy logic for both instructional and diagnostic decision making. One outcome of the work on space-related technology-supported instruction has been the creation of a significant pool of human talent in the branch with current expertise on the cutting edges of instructional technologies. When the human talent is combined with advanced technologies for graphics, sound, video, CD-ROM, and high speed computing, the result is a powerful research and development group that both contributes to the applied foundations of instructional technology and creates effective instructional packages that take advantage of a range of advanced technologies. Several branch projects are currently underway that combine NASA-developed expertise to significant instructional problems in public education. The branch, for example, has developed intelligent computer aided software to help high school students learn physics and staff are currently working on a project to produce educational software for young children with language deficits. This report deals with another project, the adult literacy tutor. Unfortunately, while there are a number of computer-based instructional packages available for adult literacy instruction, most of them are based on the same instructional models that failed these students when they were in school. The teacher-centered, discrete skill and drill-oriented, instructional strategies, even when they are supported by color computer graphics and animation, that form the foundation for most of the computer-based literacy packages currently on the market may not be the most effective or most desirable way to use computer technology in literacy programs. This project is developing a series of instructional packages that are based on a different instructional model - authentic instruction. The instructional development model used to create these packages is also different. Instead of using the traditional five stage linear, sequential model based on behavioral learning theory, the project uses the recursive, reflective design and development model (R2D2) that is based on cognitive learning theory, particularly the social constructivism of Vygotsky, and an epistemology based on critical theory. Using alternative instructional and instructional development theories, the result of the summer faculty fellowship is LiteraCity, a multimedia adult literacy instructional package that is a simulation of finding and applying for a job. The program, which is about 120 megabytes, is distributed on CD-ROM.

Program For Generating Interactive Displays

NASA Technical Reports Server (NTRS)

Costenbader, Jay; Moleski, Walt; Szczur, Martha; Howell, David; Engelberg, Norm; Li, Tin P.; Misra, Dharitri; Miller, Philip; Neve, Leif; Wolf, Karl;

Another Program For Generating Interactive Graphics

NASA Technical Reports Server (NTRS)

Costenbader, Jay; Moleski, Walt; Szczur, Martha; Howell, David; Engelberg, Norm; Li, Tin P.; Misra, Dharitri; Miller, Philip; Neve, Leif; Wolf, Karl;

A Computer Based Program to Improve Reading and Mathematics Scores for High School Students.

ERIC Educational Resources Information Center

Bond, Carole L.; And Others

A study examined the effect on reading achievement, mathematics achievement, and ACT scores when computer based instruction (CBI) was compressed into a 6-week period of time. In addition, the effects of learning style and receptive language deficits on these scores were studied. Computer based instruction is a primary source of instruction that…

Using Virtual Reality with and without Gaming Attributes for Academic Achievement

ERIC Educational Resources Information Center

Vogel, Jennifer J.; Greenwood-Ericksen, Adams; Cannon-Bowers, Jan; Bowers, Clint A.

2006-01-01

A subcategory of computer-assisted instruction (CAI), games have additional attributes such as motivation, reward, interactivity, score, and challenge. This study used a quasi-experimental design to determine if previous findings generalize to non simulation-based game designs. Researchers observed significant improvement in the overall population…

Asynchronous vs didactic education: it's too early to throw in the towel on tradition.

PubMed

Jordan, Jaime; Jalali, Azadeh; Clarke, Samuel; Dyne, Pamela; Spector, Tahlia; Coates, Wendy

2013-08-08

Asynchronous, computer based instruction is cost effective, allows self-directed pacing and review, and addresses preferences of millennial learners. Current research suggests there is no significant difference in learning compared to traditional classroom instruction. Data are limited for novice learners in emergency medicine. The objective of this study was to compare asynchronous, computer-based instruction with traditional didactics for senior medical students during a week-long intensive course in acute care. We hypothesized both modalities would be equivalent. This was a prospective observational quasi-experimental study of 4th year medical students who were novice learners with minimal prior exposure to curricular elements. We assessed baseline knowledge with an objective pre-test. The curriculum was delivered in either traditional lecture format (shock, acute abdomen, dyspnea, field trauma) or via asynchronous, computer-based modules (chest pain, EKG interpretation, pain management, trauma). An interactive review covering all topics was followed by a post-test. Knowledge retention was measured after 10 weeks. Pre and post-test items were written by a panel of medical educators and validated with a reference group of learners. Mean scores were analyzed using dependent t-test and attitudes were assessed by a 5-point Likert scale. 44 of 48 students completed the protocol. Students initially acquired more knowledge from didactic education as demonstrated by mean gain scores (didactic: 28.39% ± 18.06; asynchronous 9.93% ± 23.22). Mean difference between didactic and asynchronous = 18.45% with 95% CI [10.40 to 26.50]; p = 0.0001. Retention testing demonstrated similar knowledge attrition: mean gain scores -14.94% (didactic); -17.61% (asynchronous), which was not significantly different: 2.68% ± 20.85, 95% CI [-3.66 to 9.02], p = 0.399. The attitudinal survey revealed that 60.4% of students believed the asynchronous modules were educational and 95.8% enjoyed the flexibility of the method. 39.6% of students preferred asynchronous education for required didactics; 37.5% were neutral; 23% preferred traditional lectures. Asynchronous, computer-based instruction was not equivalent to traditional didactics for novice learners of acute care topics. Interactive, standard didactic education was valuable. Retention rates were similar between instructional methods. Students had mixed attitudes toward asynchronous learning but enjoyed the flexibility. We urge caution in trading in traditional didactic lectures in favor of asynchronous education for novice learners in acute care.

SOCR Motion Charts: An Efficient, Open-Source, Interactive and Dynamic Applet for Visualizing Longitudinal Multivariate Data

PubMed Central

Al-Aziz, Jameel; Christou, Nicolas; Dinov, Ivo D.

2011-01-01

The amount, complexity and provenance of data have dramatically increased in the past five years. Visualization of observed and simulated data is a critical component of any social, environmental, biomedical or scientific quest. Dynamic, exploratory and interactive visualization of multivariate data, without preprocessing by dimensionality reduction, remains a nearly insurmountable challenge. The Statistics Online Computational Resource (www.SOCR.ucla.edu) provides portable online aids for probability and statistics education, technology-based instruction and statistical computing. We have developed a new Java-based infrastructure, SOCR Motion Charts, for discovery-based exploratory analysis of multivariate data. This interactive data visualization tool enables the visualization of high-dimensional longitudinal data. SOCR Motion Charts allows mapping of ordinal, nominal and quantitative variables onto time, 2D axes, size, colors, glyphs and appearance characteristics, which facilitates the interactive display of multidimensional data. We validated this new visualization paradigm using several publicly available multivariate datasets including Ice-Thickness, Housing Prices, Consumer Price Index, and California Ozone Data. SOCR Motion Charts is designed using object-oriented programming, implemented as a Java Web-applet and is available to the entire community on the web at www.socr.ucla.edu/SOCR_MotionCharts. It can be used as an instructional tool for rendering and interrogating high-dimensional data in the classroom, as well as a research tool for exploratory data analysis. PMID:21479108

Computers in Composition Instruction. The Proceedings of a Research/Practice Conference Held at SWRL Educational Research and Development (Los Alamitos, California, April 22-23, 1982).

ERIC Educational Resources Information Center

Lawlor, Joseph, Ed.

Suggestions for integrating computer technology and composition instruction are presented in four conference papers, summaries of four conference courseware demonstrations, a paper describing computer-based evaluation of textual responses, and a reactor's address. In an overview of the current state of computer-based composition instruction,…

The Use of Audio and Animation in Computer Based Instruction.

ERIC Educational Resources Information Center

Koroghlanian, Carol; Klein, James D.

This study investigated the effects of audio, animation, and spatial ability in a computer-based instructional program for biology. The program presented instructional material via test or audio with lean text and included eight instructional sequences presented either via static illustrations or animations. High school students enrolled in a…

Effectiveness of Multimedia Elements in Computer Supported Instruction: Analysis of Personalization Effects, Students' Performances and Costs

ERIC Educational Resources Information Center

Zaidel, Mark; Luo, XiaoHui

2010-01-01

This study investigates the efficiency of multimedia instruction at the college level by comparing the effectiveness of multimedia elements used in the computer supported learning with the cost of their preparation. Among the various technologies that advance learning, instructors and students generally identify interactive multimedia elements as…

Use of an Interactive General-Purpose Computer Terminal to Simulate Training Equipment Operation.

ERIC Educational Resources Information Center

Lahey, George F.; And Others

Trainees from Navy Basic Electricity/Electronics School were assigned to receive either computer-assisted instruction (CAI) or conventional individualized instruction in a segment of a course requiring use of a multimeter to measure resistance and current flow. The (CAI) group used PLATO IV plasma-screen terminals; individualized instruction…

Integrating a Music Curriculum into an External Degree Program Using Computer Assisted Instruction.

ERIC Educational Resources Information Center

Brinkley, Robert C.

This paper outlines the method and theoretical basis for establishing and implementing an independent study music curriculum. The curriculum combines practical and theoretical paradigms and leads to an external degree. The computer, in direct interaction with the student, is the primary instructional tool, and the teacher is involved in indirect…

Instructable autonomous agents. Ph.D. Thesis

NASA Technical Reports Server (NTRS)

Huffman, Scott Bradley

1994-01-01

In contrast to current intelligent systems, which must be laboriously programmed for each task they are meant to perform, instructable agents can be taught new tasks and associated knowledge. This thesis presents a general theory of learning from tutorial instruction and its use to produce an instructable agent. Tutorial instruction is a particularly powerful form of instruction, because it allows the instructor to communicate whatever kind of knowledge a student needs at whatever point it is needed. To exploit this broad flexibility, however, a tutorable agent must support a full range of interaction with its instructor to learn a full range of knowledge. Thus, unlike most machine learning tasks, which target deep learning of a single kind of knowledge from a single kind of input, tutorability requires a breadth of learning from a broad range of instructional interactions. The theory of learning from tutorial instruction presented here has two parts. First, a computational model of an intelligent agent, the problem space computational model, indicates the types of knowledge that determine an agent's performance, and thus, that should be acquirable via instruction. Second, a learning technique, called situated explanation specifies how the agent learns general knowledge from instruction. The theory is embodied by an implemented agent, Instructo-Soar, built within the Soar architecture. Instructo-Soar is able to learn hierarchies of completely new tasks, to extend task knowledge to apply in new situations, and in fact to acquire every type of knowledge it uses during task performance - control knowledge, knowledge of operators' effects, state inferences, etc. - from interactive natural language instructions. This variety of learning occurs by applying the situated explanation technique to a variety of instructional interactions involving a variety of types of instructions (commands, statements, conditionals, etc.). By taking seriously the requirements of flexible tutorial instruction, Instructo-Soar demonstrates a breadth of interaction and learning capabilities that goes beyond previous instructable systems, such as learning apprentice systems. Instructo-Soar's techniques could form the basis for future 'instructable technologies' that come equipped with basic capabilities, and can be taught by novice users to perform any number of desired tasks.

University Faculty Teaching Activities in an Electronic Curriculum.

ERIC Educational Resources Information Center

Eisner, John; Carter, Thomas

1989-01-01

Discusses the changes in the instructional activities of university faculty members as a result of new computer-related educational technologies. Topics discussed include computer-assisted instruction; computer-managed instruction; optical discs; microcomputers; lecturing versus computer-based tutorials; videodiscs; computerized evaluative…

Complex Instruction Set Quantum Computing

NASA Astrophysics Data System (ADS)

Sanders, G. D.; Kim, K. W.; Holton, W. C.

1998-03-01

In proposed quantum computers, electromagnetic pulses are used to implement logic gates on quantum bits (qubits). Gates are unitary transformations applied to coherent qubit wavefunctions and a universal computer can be created using a minimal set of gates. By applying many elementary gates in sequence, desired quantum computations can be performed. This reduced instruction set approach to quantum computing (RISC QC) is characterized by serial application of a few basic pulse shapes and a long coherence time. However, the unitary matrix of the overall computation is ultimately a unitary matrix of the same size as any of the elementary matrices. This suggests that we might replace a sequence of reduced instructions with a single complex instruction using an optimally taylored pulse. We refer to this approach as complex instruction set quantum computing (CISC QC). One trades the requirement for long coherence times for the ability to design and generate potentially more complex pulses. We consider a model system of coupled qubits interacting through nearest neighbor coupling and show that CISC QC can reduce the time required to perform quantum computations.

Computer-Based Instruction and Health Professions Education: A Meta-Analysis of Outcomes.

ERIC Educational Resources Information Center

Cohen, Peter A.; Dacanay, Lakshmi S.

1992-01-01

The meta-analytic techniques of G. V. Glass were used to statistically integrate findings from 47 comparative studies on computer-based instruction (CBI) in health professions education. A clear majority of the studies favored CBI over conventional methods of instruction. Results show higher-order applications of computers to be especially…

Cartwheels on the Keyboard: Computer-Based Literacy Instruction in an Elementary Classroom

ERIC Educational Resources Information Center

Carroll, Maureen

2004-01-01

This book helps readers imagine new instructional possibilities, try new classroom activities, and question their own teaching--learning process through the use of computers to support student literacy growth. Maureen Carroll shares her study of how one teacher and her elementary-grade students integrated computer-based literacy instruction into…

Computer-Assisted Instruction in the Context of the Advanced Instructional System: Authoring Support Software. Final Report.

ERIC Educational Resources Information Center

Montgomery, Ann D.; Judd, Wilson A.

This report details the design, development, and implementation of computer software to support the cost-effective production of computer assisted instruction (CAI) within the context of the Advanced Instructional System (AIS) located at Lowry Air Force Base. The report supplements the computer managed Air Force technical training that is…

Interactive Video: A Cross Curriculum Computer Project.

ERIC Educational Resources Information Center

Grimm, Floyd M., III; And Others

Responding to the rapid development and often prohibitive costs of new classroom instruction technology, a group of interested faculty at Harford Community College (HCC), in Maryland, formed three Interactive Video (IV) Teams to explore the possibilities of using existing computer hardware and software at the college for interactive video…

The Promise of Interactive Video: An Affective Search.

ERIC Educational Resources Information Center

Hon, David

1983-01-01

Argues that factors that create a feeling of interactivity in the human situation--response time, spontaneity, lack of distractors--should be included as prime elements in the design of human/machine systems, e.g., computer assisted instruction and interactive video. A computer/videodisc learning system for cardio-pulmonary resuscitation and its…

Self-Concept, Computer Anxiety, Gender and Attitude towards Interactive Computer Technologies: A Predictive Study among Nigerian Teachers

ERIC Educational Resources Information Center

Agbatogun, Alaba Olaoluwakotansibe

2010-01-01

Interactive Computer Technologies (ICTs) have crept into education industry, thus dramatically causing transformation in instructional process. This study examined the relative and combined contributions of computer anxiety, self-concept and gender to teachers' attitude towards the use of ICT(s). 454 Nigerian teachers constituted the sample. Three…

Microgravity computing codes. User's guide

NASA Astrophysics Data System (ADS)

1982-01-01

Codes used in microgravity experiments to compute fluid parameters and to obtain data graphically are introduced. The computer programs are stored on two diskettes, compatible with the floppy disk drives of the Apple 2. Two versions of both disks are available (DOS-2 and DOS-3). The codes are written in BASIC and are structured as interactive programs. Interaction takes place through the keyboard of any Apple 2-48K standard system with single floppy disk drive. The programs are protected against wrong commands given by the operator. The programs are described step by step in the same order as the instructions displayed on the monitor. Most of these instructions are shown, with samples of computation and of graphics.

The Effects of Computer Instruction on College Students' Reading Skills.

ERIC Educational Resources Information Center

Kuehner, Alison V.

1999-01-01

Reviews research concerning computer-based reading instruction for college students. Finds that most studies suggest that computers can provide motivating and efficient learning, but it is not clear whether the computer, or the instruction via computer, accounts for student gains. Notes many methodological flaws in the studies. Suggests…

Visual Displays and Contextual Presentations in Computer-Based Instruction.

ERIC Educational Resources Information Center

Park, Ok-choon

1998-01-01

Investigates the effects of two instructional strategies, visual display (animation, and static graphics with and without motion cues) and contextual presentation, in the acquisition of electronic troubleshooting skills using computer-based instruction. Study concludes that use of visual displays and contextual presentation be based on the…

Computer-Aided Instruction: College Algebra Students' Perceptions

ERIC Educational Resources Information Center

Aichele, Douglas B.; Tree, D. Rae; Utley, Juliana; Wescoatt, Benjamin

2012-01-01

Technology permeates our daily lives; education has not been untouched. Liaw (2002) points out that "teachers, trainers, and instructional designers of computer-based or Web-based instruction would benefit by being more attentive to learners' perceptions toward Web-based environments." Reviewing the earlier research into student perceptions toward…

Cognitive Aging and Computer-Based Instructional Design: Where Do We Go from Here?

ERIC Educational Resources Information Center

Van Gerven, Pascal W. M.; Paas, Fred; Tabbers, Huib K.

2006-01-01

In this article, the most relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather,…

Instructional Support Software System. Final Report.

ERIC Educational Resources Information Center

McDonnell Douglas Astronautics Co. - East, St. Louis, MO.

This report describes the development of the Instructional Support System (ISS), a large-scale, computer-based training system that supports both computer-assisted instruction and computer-managed instruction. Written in the Ada programming language, the ISS software package is designed to be machine independent. It is also grouped into functional…

Generating and executing programs for a floating point single instruction multiple data instruction set architecture

DOEpatents

Gschwind, Michael K

2013-04-16

Mechanisms for generating and executing programs for a floating point (FP) only single instruction multiple data (SIMD) instruction set architecture (ISA) are provided. A computer program product comprising a computer recordable medium having a computer readable program recorded thereon is provided. The computer readable program, when executed on a computing device, causes the computing device to receive one or more instructions and execute the one or more instructions using logic in an execution unit of the computing device. The logic implements a floating point (FP) only single instruction multiple data (SIMD) instruction set architecture (ISA), based on data stored in a vector register file of the computing device. The vector register file is configured to store both scalar and floating point values as vectors having a plurality of vector elements.

Criteria for the Evaluation of Microcomputer Courseware.

ERIC Educational Resources Information Center

Cohen, Vicki Blum

1983-01-01

Discusses attributes which are offered as set of standards to judge instructional software--those unique to design of microcomputer courseware and those included in design of all instruction. Curriculum role, modes of interaction, computer managed instruction, graphics, feedback, packaging, and manuals are noted. Fourteen references are included.…

Utilizing Formative Assessments to Guide Student Learning in an Interactive Physics Learning Environment

ERIC Educational Resources Information Center

Lee, Young-Jin

2011-01-01

In the last decades, many education researchers have been trying to use computerized learning environments to enhance student learning. Without proper instructional supports and guidance, however, students often failed to acquire knowledge from computer-based learning activities. The objective of this study was to demonstrate how research-based…

Text, Graphics, and Multimedia Materials Employed in Learning a Computer-Based Procedural Task

ERIC Educational Resources Information Center

Coffindaffer, Kari Christine Carlson

2010-01-01

The present research study investigated the interaction of graphic design students with different forms of software training materials. Four versions of the procedural task instructions were developed (A) Traditional Textbook with Still Images, (B) Modified Text with Integrated Still Images, (C) Onscreen Modified Text with Silent Onscreen Video…

A Computational Model of Learners Achievement Emotions Using Control-Value Theory

ERIC Educational Resources Information Center

Muñoz, Karla; Noguez, Julieta; Neri, Luis; Mc Kevitt, Paul; Lunney, Tom

2016-01-01

Game-based Learning (GBL) environments make instruction flexible and interactive. Positive experiences depend on personalization. Student modelling has focused on affect. Three methods are used: (1) recognizing the physiological effects of emotion, (2) reasoning about emotion from its origin and (3) an approach combining 1 and 2. These have proven…

The Impact of Internet-Based Instruction on Teacher Education: The "Paradigm Shift."

ERIC Educational Resources Information Center

Lan, Jiang JoAnn

This study incorporated Internet-based instruction into two education technology courses for preservice teachers. One was a required, undergraduate, beginning-level educational computing course. The other was a graduate, advanced-level computing course. The experiment incorporated Internet-based instruction into course delivery in order to create…

Pedagogical Utilization and Assessment of the Statistic Online Computational Resource in Introductory Probability and Statistics Courses.

PubMed

Dinov, Ivo D; Sanchez, Juana; Christou, Nicolas

2008-01-01

Technology-based instruction represents a new recent pedagogical paradigm that is rooted in the realization that new generations are much more comfortable with, and excited about, new technologies. The rapid technological advancement over the past decade has fueled an enormous demand for the integration of modern networking, informational and computational tools with classical pedagogical instruments. Consequently, teaching with technology typically involves utilizing a variety of IT and multimedia resources for online learning, course management, electronic course materials, and novel tools of communication, engagement, experimental, critical thinking and assessment.The NSF-funded Statistics Online Computational Resource (SOCR) provides a number of interactive tools for enhancing instruction in various undergraduate and graduate courses in probability and statistics. These resources include online instructional materials, statistical calculators, interactive graphical user interfaces, computational and simulation applets, tools for data analysis and visualization. The tools provided as part of SOCR include conceptual simulations and statistical computing interfaces, which are designed to bridge between the introductory and the more advanced computational and applied probability and statistics courses. In this manuscript, we describe our designs for utilizing SOCR technology in instruction in a recent study. In addition, present the results of the effectiveness of using SOCR tools at two different course intensity levels on three outcome measures: exam scores, student satisfaction and choice of technology to complete assignments. Learning styles assessment was completed at baseline. We have used three very different designs for three different undergraduate classes. Each course included a treatment group, using the SOCR resources, and a control group, using classical instruction techniques. Our findings include marginal effects of the SOCR treatment per individual classes; however, pooling the results across all courses and sections, SOCR effects on the treatment groups were exceptionally robust and significant. Coupling these findings with a clear decrease in the variance of the quantitative examination measures in the treatment groups indicates that employing technology, like SOCR, in a sound pedagogical and scientific manner enhances overall the students' understanding and suggests better long-term knowledge retention.

Pedagogical Utilization and Assessment of the Statistic Online Computational Resource in Introductory Probability and Statistics Courses

PubMed Central

Dinov, Ivo D.; Sanchez, Juana; Christou, Nicolas

2009-01-01

Technology-based instruction represents a new recent pedagogical paradigm that is rooted in the realization that new generations are much more comfortable with, and excited about, new technologies. The rapid technological advancement over the past decade has fueled an enormous demand for the integration of modern networking, informational and computational tools with classical pedagogical instruments. Consequently, teaching with technology typically involves utilizing a variety of IT and multimedia resources for online learning, course management, electronic course materials, and novel tools of communication, engagement, experimental, critical thinking and assessment. The NSF-funded Statistics Online Computational Resource (SOCR) provides a number of interactive tools for enhancing instruction in various undergraduate and graduate courses in probability and statistics. These resources include online instructional materials, statistical calculators, interactive graphical user interfaces, computational and simulation applets, tools for data analysis and visualization. The tools provided as part of SOCR include conceptual simulations and statistical computing interfaces, which are designed to bridge between the introductory and the more advanced computational and applied probability and statistics courses. In this manuscript, we describe our designs for utilizing SOCR technology in instruction in a recent study. In addition, present the results of the effectiveness of using SOCR tools at two different course intensity levels on three outcome measures: exam scores, student satisfaction and choice of technology to complete assignments. Learning styles assessment was completed at baseline. We have used three very different designs for three different undergraduate classes. Each course included a treatment group, using the SOCR resources, and a control group, using classical instruction techniques. Our findings include marginal effects of the SOCR treatment per individual classes; however, pooling the results across all courses and sections, SOCR effects on the treatment groups were exceptionally robust and significant. Coupling these findings with a clear decrease in the variance of the quantitative examination measures in the treatment groups indicates that employing technology, like SOCR, in a sound pedagogical and scientific manner enhances overall the students’ understanding and suggests better long-term knowledge retention. PMID:19750185

The Computer-Mediated Communication (CMC) Classroom: A Challenge of Medium, Presence, Interaction, Identity, and Relationship

ERIC Educational Resources Information Center

Sherblom, John C.

2010-01-01

There is a "prevalence of computer-mediated communication (CMC) in education," and a concern for its negative psychosocial consequences and lack of effectiveness as an instructional tool. This essay identifies five variables in the CMC research literature and shows their moderating effect on the psychosocial, instructional expevrience of the CMC…

Relationships among Learning Styles and Motivation with Computer-Aided Instruction in an Agronomy Course

ERIC Educational Resources Information Center

McAndrews, Gina M.; Mullen, Russell E.; Chadwick, Scott A.

2005-01-01

Multi-media learning tools were developed to enhance student learning for an introductory agronomy course at Iowa State University. During fall 2002, the new interactive computer program, called Computer Interactive Multimedia Program for Learning Enhancement (CIMPLE) was incorporated into the teaching, learning, and assessment processes of the…

PROJMNG FORTRAN: An Interactive Computer Program for Use with the Defense Management Simulation Exercise.

DTIC Science & Technology

1984-03-01

DITACODE TEAfxx. They are used interactively by PRCJNG during the game sessions. The PROJENG Instructions (Appendix F) discuss the DATABASE and DATACODE...DA.7R148 709 PROJMNG FORTRAN: AN INTERACTIVE COMPUTER PROGRAM FOR 1/4 USE WITH THE DEFENSE MANAGEMENT SIMULRTION EXERCISE(U) NAVRL POSTGRADUATE...California DTIC ELECTE Y4 194 THESISB PROJMNG FORTRAN: AN INTERACTIVE COMPUTER PROGRAM FOR USE WITH THE DEFENSE MANAGEMENT SIMULATION EXERCISE by LU

The Benefits & Drawbacks of Integrating Cloud Computing and Interactive Whiteboards in Teacher Preparation

ERIC Educational Resources Information Center

Blue, Elfreda; Tirotta, Rose

2011-01-01

Twenty-first century technology has changed the way tools are used to support and enhance learning and instruction. Cloud computing and interactive white boards, make it possible for learners to interact, simulate, collaborate, and document learning experiences and real world problem-solving. This article discusses how various technologies (blogs,…

Pedagogical Agents as Learning Companions: The Impact of Agent Emotion and Gender

ERIC Educational Resources Information Center

Kim, Yanghee; Baylor, A. L.; Shen, E.

2007-01-01

The potential of emotional interaction between human and computer has recently interested researchers in human-computer interaction. The instructional impact of this interaction in learning environments has not been established, however. This study examined the impact of emotion and gender of a pedagogical agent as a learning companion (PAL) on…

Management of Computer-Based Instruction: Design of an Adaptive Control Strategy.

ERIC Educational Resources Information Center

Tennyson, Robert D.; Rothen, Wolfgang

1979-01-01

Theoretical and research literature on learner, program, and adaptive control as forms of instructional management are critiqued in reference to the design of computer-based instruction. An adaptive control strategy using an online, iterative algorithmic model is proposed. (RAO)

Instructional Computer Use in the Community College: A Discussion of the Research and Its Implications.

ERIC Educational Resources Information Center

Bower, Beverly L.

1998-01-01

Reviews research on the instructional benefits of computer technology. Discusses the computer readiness of students, faculty, and institutions, and suggests that despite mixed findings, political and organizational realities indicate computer-based instruction is a feasible alternative for community colleges. Therefore, educators should continue…

Time and Learning Efficiency in Internet-Based Learning: A Systematic Review and Meta-Analysis

ERIC Educational Resources Information Center

Cook, David A.; Levinson, Anthony J.; Garside, Sarah

2010-01-01

Authors have claimed that Internet-based instruction promotes greater learning efficiency than non-computer methods. Objectives Determine, through a systematic synthesis of evidence in health professions education, how Internet-based instruction compares with non-computer instruction in time spent learning, and what features of Internet-based…

An Interactive Computer-Aided Instructional Strategy and Assessment Methods for System Identification and Adaptive Control Laboratory

ERIC Educational Resources Information Center

Özbek, Necdet Sinan; Eker, Ilyas

2015-01-01

This study describes a set of real-time interactive experiments that address system identification and model reference adaptive control (MRAC) techniques. In constructing laboratory experiments that contribute to efficient teaching, experimental design and instructional strategy are crucial, but a process for doing this has yet to be defined. This…

Computers as Music Teachers.

ERIC Educational Resources Information Center

Taylor, Jack A.

1983-01-01

Peripheral components for music instruction include a music keyboard, a digital music synthesizer, and music listening devices. Computers can teach sight-singing, playing an instrument, dictation, and composition. Computer programs should be interactive with students. (KC)

Reciprocal Questioning and Computer-based Instruction in Introductory Auditing: Student Perceptions.

ERIC Educational Resources Information Center

Watters, Mike

2000-01-01

An auditing course used reciprocal questioning (Socratic method) and computer-based instruction. Separate evaluations by 67 students revealed a strong aversion to the Socratic method; students expected professors to lecture. They showed a strong preference for the computer-based assignment. (SK)

Computer-Based Educational Software System. Final Report.

ERIC Educational Resources Information Center

Brandt, Richard C.; Davis, Bradley N.

CBESS (Computer-Based Educational Software System) is a set of 22 programs addressing authoring, instructional delivery, and instructional management. The programs are divided into five groups: (1) Computer-Based Memorization System (CBMS), which helps students acquire and maintain declarative (factual) knowledge (11 programs); (2) Language Skills…

Effects of interactive instructional techniques in a web-based peripheral nervous system component for human anatomy.

PubMed

Allen, Edwin B; Walls, Richard T; Reilly, Frank D

2008-02-01

This study investigated the effects of interactive instructional techniques in a web-based peripheral nervous system (PNS) component of a first year medical school human anatomy course. Existing data from 9 years of instruction involving 856 students were used to determine (1) the effect of web-based interactive instructional techniques on written exam item performance and (2) differences between student opinions of the benefit level of five different types of interactive learning objects used. The interactive learning objects included Patient Case studies, review Games, Simulated Interactive Patients (SIP), Flashcards, and unit Quizzes. Exam item analysis scores were found to be significantly higher (p < 0.05) for students receiving the instructional treatment incorporating the web-based interactive learning objects than for students not receiving this treatment. Questionnaires using a five-point Likert scale were analysed to determine student opinion ratings of the interactive learning objects. Students reported favorably on the benefit level of all learning objects. Students rated the benefit level of the Simulated Interactive Patients (SIP) highest, and this rating was significantly higher (p < 0.05) than all other learning objects. This study suggests that web-based interactive instructional techniques improve student exam performance. Students indicated a strong acceptance of Simulated Interactive Patient learning objects.

Optimal Sequential Rules for Computer-Based Instruction.

ERIC Educational Resources Information Center

Vos, Hans J.

1998-01-01

Formulates sequential rules for adapting the appropriate amount of instruction to learning needs in the context of computer-based instruction. Topics include Bayesian decision theory, threshold and linear-utility structure, psychometric model, optimal sequential number of test questions, and an empirical example of sequential instructional…

Item Difficulty in the Evaluation of Computer-Based Instruction: An Example from Neuroanatomy

PubMed Central

Chariker, Julia H.; Naaz, Farah; Pani, John R.

2012-01-01

This article reports large item effects in a study of computer-based learning of neuroanatomy. Outcome measures of the efficiency of learning, transfer of learning, and generalization of knowledge diverged by a wide margin across test items, with certain sets of items emerging as particularly difficult to master. In addition, the outcomes of comparisons between instructional methods changed with the difficulty of the items to be learned. More challenging items better differentiated between instructional methods. This set of results is important for two reasons. First, it suggests that instruction may be more efficient if sets of consistently difficult items are the targets of instructional methods particularly suited to them. Second, there is wide variation in the published literature regarding the outcomes of empirical evaluations of computer-based instruction. As a consequence, many questions arise as to the factors that may affect such evaluations. The present paper demonstrates that the level of challenge in the material that is presented to learners is an important factor to consider in the evaluation of a computer-based instructional system. PMID:22231801

Item difficulty in the evaluation of computer-based instruction: an example from neuroanatomy.

PubMed

Chariker, Julia H; Naaz, Farah; Pani, John R

2012-01-01

This article reports large item effects in a study of computer-based learning of neuroanatomy. Outcome measures of the efficiency of learning, transfer of learning, and generalization of knowledge diverged by a wide margin across test items, with certain sets of items emerging as particularly difficult to master. In addition, the outcomes of comparisons between instructional methods changed with the difficulty of the items to be learned. More challenging items better differentiated between instructional methods. This set of results is important for two reasons. First, it suggests that instruction may be more efficient if sets of consistently difficult items are the targets of instructional methods particularly suited to them. Second, there is wide variation in the published literature regarding the outcomes of empirical evaluations of computer-based instruction. As a consequence, many questions arise as to the factors that may affect such evaluations. The present article demonstrates that the level of challenge in the material that is presented to learners is an important factor to consider in the evaluation of a computer-based instructional system. Copyright © 2011 American Association of Anatomists.

Evaluation of E-Rat, a Computer-based Rat Dissection in Terms of Student Learning Outcomes.

ERIC Educational Resources Information Center

Predavec, Martin

2001-01-01

Presents a study that used computer-based rat anatomy to compare student learning outcomes from computer-based instruction with a conventional dissection. Indicates that there was a significant relationship between the time spent on both classes and the marks gained. Shows that computer-based instruction can be a viable alternative to the use of…

Effects of instructional strategies using cross sections on the recognition of anatomical structures in correlated CT and MR images.

PubMed

Khalil, Mohammed K; Paas, Fred; Johnson, Tristan E; Su, Yung K; Payer, Andrew F

2008-01-01

This research is an effort to best utilize the interactive anatomical images for instructional purposes based on cognitive load theory. Three studies explored the differential effects of three computer-based instructional strategies that use anatomical cross-sections to enhance the interpretation of radiological images. These strategies include: (1) cross-sectional images of the head that can be superimposed on radiological images, (2) transparent highlighting of anatomical structures in radiological images, and (3) cross-sectional images of the head with radiological images presented side-by-side. Data collected included: (1) time spent on instruction and on solving test questions, (2) mental effort during instruction and test, and (3) students' performance to identify anatomical structures in radiological images. Participants were 28 freshmen medical students (15 males and 13 females) and 208 biology students (190 females and 18 males). All studies used posttest-only control group design, and the collected data were analyzed by either t test or ANOVA. In self-directed computer-based environments, the strategies that used cross sections to improve students' ability to recognize anatomic structures in radiological images showed no significant positive effects. However, when increasing the complexity of the instructional materials, cross-sectional images imposed a higher cognitive load, as indicated by higher investment of mental effort. There is not enough evidence to claim that the simultaneous combination of cross sections and radiological images has no effect on the identification of anatomical structures in radiological images for novices. Further research that control for students' learning and cognitive style is needed to reach an informative conclusion.

Examining Information Problem-Solving, Knowledge, and Application Gains within Two Instructional Methods: Problem-Based and Computer-Mediated Participatory Simulation

ERIC Educational Resources Information Center

Newell, Terrance S.

2008-01-01

This study compared the effectiveness of two instructional methods--problem-based instruction within a face-to-face context and computer-mediated participatory simulation--in increasing students' content knowledge and application gains in the area of information problem-solving. The instructional methods were implemented over a four-week period. A…

Social Dynamics in Web Page through Inter-Agent Interaction

NASA Astrophysics Data System (ADS)

Takeuchi, Yugo; Katagiri, Yasuhiro

Social persuasion abounds in human-human interactions. Attitudes and behaviors of people are invariably influenced by the attitudes and behaviors of other people as well as our social roles/relationships toward them. In the pedagogic scene, the relationship between teacher and learner produces one of the most typical interactions, in which the teacher makes the learner spontaneously study what he/she teaches. This study is an attempt to elucidate the nature and effectiveness of social persuasion in human-computer interaction environments. We focus on the social dynamics of multi-party interactions that involve both human-agent and inter-agent interactions. An experiment is conducted in a virtual web-instruction setting employing two types of agents: conductor agents who accompany and guide each learner throughout his/her learning sessions, and domain-expert agents who provide explanations and instructions for each stage of the instructional materials. In this experiment, subjects are assigned two experimental conditions: the authorized condition, in which an agent respectfully interacts with another agent, and the non-authorized condition, in which an agent carelessly interacts with another agent. The results indicate performance improvements in the authorized condition of inter-agent interactions. An analysis is given from the perspective of the transfer of authority from inter-agent to human-agent interactions based on social conformity. We argue for pedagogic advantages of social dynamics created by multiple animated character agents.

Computer Based Collaborative Problem Solving for Introductory Courses in Physics

NASA Astrophysics Data System (ADS)

Ilie, Carolina; Lee, Kevin

2010-03-01

We discuss collaborative problem solving computer-based recitation style. The course is designed by Lee [1], and the idea was proposed before by Christian, Belloni and Titus [2,3]. The students find the problems on a web-page containing simulations (physlets) and they write the solutions on an accompanying worksheet after discussing it with a classmate. Physlets have the advantage of being much more like real-world problems than textbook problems. We also compare two protocols for web-based instruction using simulations in an introductory physics class [1]. The inquiry protocol allowed students to control input parameters while the worked example protocol did not. We will discuss which of the two methods is more efficient in relation to Scientific Discovery Learning and Cognitive Load Theory. 1. Lee, Kevin M., Nicoll, Gayle and Brooks, Dave W. (2004). ``A Comparison of Inquiry and Worked Example Web-Based Instruction Using Physlets'', Journal of Science Education and Technology 13, No. 1: 81-88. 2. Christian, W., and Belloni, M. (2001). Physlets: Teaching Physics With Interactive Curricular Material, Prentice Hall, Englewood Cliffs, NJ. 3. Christian,W., and Titus,A. (1998). ``Developing web-based curricula using Java Physlets.'' Computers in Physics 12: 227--232.

Integrating the Computer into Language Arts in a Fifth Grade Classroom: A Developing Instructional Model.

ERIC Educational Resources Information Center

Lund, David M.; Hildreth, Donna

A case study investigated an instructional model that incorporated the personal computer and Hyperstudio (tm) software into an assignment to write and illustrate an interactive, multimedia story. Subjects were 21 students in a fifth-grade homeroom in a public school (with a state-mandated minimum 45% ratio of minority students achieved by busing…

The Cost-Effectiveness of Military Training.

ERIC Educational Resources Information Center

Orlansky, Jesse

Flight simulators, computer-based instruction (including both computer-assisted and computer-managed instruction), and maintenance training simulators are as effective, when used for training, as aircraft, conventional classroom instruction, and actual equipment, respectively. Data from about 100 studies are reported to support this finding. These…

The effects of computer-assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills

NASA Astrophysics Data System (ADS)

Wesley, Beth Eddinger; Krockover, Gerald H.; Devito, Alfred

The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty-one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.

The power of digital audio in interactive instruction: An unexploited medium

DOE Office of Scientific and Technical Information (OSTI.GOV)

Pratt, J.; Trainor, M.

1989-01-01

Widespread use of audio in computer-based training (CBT) occurred with the advent of the interactive videodisc technology. This paper discusses the alternative of digital audio, which, unlike videodisc audio, enables one to rapidly revise the audio used in the CBT and which may be used in nonvideo CBT applications as well. We also discuss techniques used in audio script writing, editing, and production. Results from evaluations indicate a high degree of user satisfaction. 4 refs.

Use of the Computer for Research on Instruction and Student Understanding in Physics.

NASA Astrophysics Data System (ADS)

Grayson, Diane Jeanette

This dissertation describes an investigation of how the computer may be utilized to perform research on instruction and on student understanding in physics. The research was conducted within three content areas: kinematics, waves and dynamics. The main focus of the research on instruction was the determination of factors needed for a computer program to be instructionally effective. The emphasis in the research on student understanding was the identification of specific conceptual and reasoning difficulties students encounter with the subject matter. Most of the research was conducted using the computer -based interview, a technique developed during the early part of the work, conducted within the domain of kinematics. In a computer-based interview, a student makes a prediction about how a particular system will behave under given circumstances, observes a simulation of the event on a computer screen, and then is asked by an interviewer to explain any discrepancy between prediction and observation. In the course of the research, a model was developed for producing educational software. The model has three important components: (i) research on student difficulties in the content area to be addressed, (ii) observations of students using the computer program, and (iii) consequent program modification. This model was used to guide the development of an instructional computer program dealing with graphical representations of transverse pulses. Another facet of the research involved the design of a computer program explicitly for the purposes of research. A computer program was written that simulates a modified Atwood's machine. The program was than used in computer -based interviews and proved to be an effective means of probing student understanding of dynamics concepts. In order to ascertain whether or not the student difficulties identified were peculiar to the computer, laboratory-based interviews with real equipment were also conducted. The laboratory-based interviews were designed to parallel the computer-based interviews as closely as possible. The results of both types of interviews are discussed in detail. The dissertation concludes with a discussion of some of the benefits of using the computer in physics instruction and physics education research. Attention is also drawn to some of the limitations of the computer as a research instrument or instructional device.

The Effect of Interactivity and Instructional Exposure on Learning Effectiveness and Knowledge Retention: A Comparative Study of Two U.S. Air Force Computer-Based Training (CBT) Courses for Network User Licensing

DTIC Science & Technology

2003-03-01

sociocultural theory of learning was pioneered by Lev Vygotsky in the early twentieth century Soviet Union. Although his works were not published...Overview ....................................................................................................................... 14 Learning Theories ...and Teaching Strategies .................................................................. 14 Learning Theories and CBT

Computer-Based Video Instruction to Teach Students with Intellectual Disabilities to Verbally Respond to Questions and Make Purchases in Fast Food Restaurants

ERIC Educational Resources Information Center

Mechling, Linda C.; Pridgen, Leslie S.; Cronin, Beth A.

2005-01-01

Computer-based video instruction (CBVI) was used to teach verbal responses to questions presented by cashiers and purchasing skills in fast food restaurants. A multiple probe design across participants was used to evaluate the effectiveness of CBVI. Instruction occurred through simulations of three fast food restaurants on the computer using video…

Effectiveness of computer-assisted interactive videodisc instruction in teaching rheumatology to physical and occupational therapy students.

PubMed

Sanford, M K; Hazelwood, S E; Bridges, A J; Cutts, J H; Mitchell, J A; Reid, J C; Sharp, G

1996-01-01

A computer-assisted interactive videodisc instructional program, HP-RHEUM was designed to teach clinical findings in arthritis to occupational and physical therapy students. Using the Rheumatology Image Library videodisc produced by the National Library of Medicine, HP-RHEUM consists of instructional modules which employ advance organizers, examples/nonexamples, summaries, and immediate feedback. To see if HP-RHEUM would be as effective as traditional classroom instruction, control data were collected in 1991 from 52 OT and PT students. Treatment data were collected from 61 students in 1992 when HP-RHEUM entirely replaced lectures. Identical pre- and post-tests consisted of 70 multiple choice questions, with 24 matched to slides. On the slide questions the HP-RHEUM group had significantly higher scores. Otherwise, there was no significant difference in performance between groups. HP-RHEUM provided an independent learning method and enhanced visual comprehension of rheumatologic disease concepts.

Velocardiofacial syndrome: learning difficulties and intervention.

PubMed Central

Kok, L L; Solman, R T

1995-01-01

Velocardiofacial syndrome, delineated in 1978 by Shprintzen, is a multiple genetic disorder, characterised primarily by cleft palate, cardiovascular anomalies, typical facies, and learning disorders. This syndrome with its recurrent pattern of anomalies has significant implications for education as it is linked to a variety of educationally relevant problems including learning difficulties, behaviour disorders, and speech and language deficits. While clinical research advances and new findings in cytogenetics enable early diagnosis and genetic counselling, ramifications of the syndrome in the field of education are still unknown. Learning difficulties should not be viewed solely as a pathological condition and with data on success of intervention, parents and teachers can be apprised of the information. This paper discusses academic characteristics and the effects of intervention with emphasis on interactive computer based instruction on the development of reading, language, spelling, and numeracy skills. Positive effects of computer based instruction on students' self-esteem, motivation, and competence in computer operational skills were also observed and noted. We are encouraged by the enthusiasms of the students for the system, the development of interest in reading, and the transfer of remedial instruction to classroom performance. Comparison of pretest and post-test results indicated significant improvement in reading ability as measured using Neale Analysis. This improvement is in accordance with results obtained using computer testing of specific subskills in reading/language and mathematics. PMID:7473652

The Relationship between Emotional Intelligence and Attitudes toward Computer-Based Instruction of Postsecondary Hospitality Students

ERIC Educational Resources Information Center

Behnke, Carl; Greenan, James P.

2011-01-01

This study examined the relationship between postsecondary students' emotional-social intelligence and attitudes toward computer-based instructional materials. Research indicated that emotions and emotional intelligence directly impact motivation, while instructional design has been shown to impact student attitudes and subsequent engagement with…

The Relationship between Emotional Intelligence and Attitudes toward Computer-Based Instruction of Postsecondary Hospitality Students

ERIC Educational Resources Information Center

Behnke, Carl Alan

2009-01-01

The purpose of this study was to examine the relationship between postsecondary students' emotional-social intelligence and attitudes toward computer-based instructional materials. Research indicated that emotions and emotional intelligence directly impact motivation, while instructional design has been shown to impact student attitudes and…

Development of an Intelligent Instruction System for Mathematical Computation

ERIC Educational Resources Information Center

Kim, Du Gyu; Lee, Jaemu

2013-01-01

In this paper, we propose the development of a web-based, intelligent instruction system to help elementary school students for mathematical computation. We concentrate on the intelligence facilities which support diagnosis and advice. The existing web-based instruction systems merely give information on whether the learners' replies are…

Asynchronous vs didactic education: it’s too early to throw in the towel on tradition

PubMed Central

2013-01-01

Background Asynchronous, computer based instruction is cost effective, allows self-directed pacing and review, and addresses preferences of millennial learners. Current research suggests there is no significant difference in learning compared to traditional classroom instruction. Data are limited for novice learners in emergency medicine. The objective of this study was to compare asynchronous, computer-based instruction with traditional didactics for senior medical students during a week-long intensive course in acute care. We hypothesized both modalities would be equivalent. Methods This was a prospective observational quasi-experimental study of 4th year medical students who were novice learners with minimal prior exposure to curricular elements. We assessed baseline knowledge with an objective pre-test. The curriculum was delivered in either traditional lecture format (shock, acute abdomen, dyspnea, field trauma) or via asynchronous, computer-based modules (chest pain, EKG interpretation, pain management, trauma). An interactive review covering all topics was followed by a post-test. Knowledge retention was measured after 10 weeks. Pre and post-test items were written by a panel of medical educators and validated with a reference group of learners. Mean scores were analyzed using dependent t-test and attitudes were assessed by a 5-point Likert scale. Results 44 of 48 students completed the protocol. Students initially acquired more knowledge from didactic education as demonstrated by mean gain scores (didactic: 28.39% ± 18.06; asynchronous 9.93% ± 23.22). Mean difference between didactic and asynchronous = 18.45% with 95% CI [10.40 to 26.50]; p = 0.0001. Retention testing demonstrated similar knowledge attrition: mean gain scores −14.94% (didactic); -17.61% (asynchronous), which was not significantly different: 2.68% ± 20.85, 95% CI [−3.66 to 9.02], p = 0.399. The attitudinal survey revealed that 60.4% of students believed the asynchronous modules were educational and 95.8% enjoyed the flexibility of the method. 39.6% of students preferred asynchronous education for required didactics; 37.5% were neutral; 23% preferred traditional lectures. Conclusions Asynchronous, computer-based instruction was not equivalent to traditional didactics for novice learners of acute care topics. Interactive, standard didactic education was valuable. Retention rates were similar between instructional methods. Students had mixed attitudes toward asynchronous learning but enjoyed the flexibility. We urge caution in trading in traditional didactic lectures in favor of asynchronous education for novice learners in acute care. PMID:23927420

MIX: a computer program to evaluate interaction between chemicals

Treesearch

Jacqueline L. Robertson; Kimberly C. Smith

1989-01-01

A computer program, MIX, was designed to identify pairs of chemicals whose interaction results in a response that departs significantly from the model predicated on the assumption of independent, uncorrelated joint action. This report describes the MIX program, its statistical basis, and instructions for its use.

Student Computer Dialogs Without Special Purpose Languages.

ERIC Educational Resources Information Center

Bork, Alfred

The phrase "student computer dialogs" refers to interactive sessions between the student and the computer. Rather than using programing languages specifically designed for computer assisted instruction (CAI), existing general purpose languages should be emphasized in the future development of student computer dialogs, as the power and…

The role of a clinically based computer department of instruction in a school of medicine.

PubMed

Yamamoto, W S

1991-10-01

The evolution of activities and educational directions of a department of instruction in medical computer technology in a school of medicine are reviewed. During the 18 years covered, the society at large has undergone marked change in availability and use of computation in every aspect of medical care. It is argued that a department of instruction should be clinical and develop revenue sources based on patient care, perform technical services for the institution with a decentralized structure, and perform both health services and scientific research. Distinction should be drawn between utilization of computing in medical specialties, library function, and instruction in computer science. The last is the proper arena for the academic content of instruction and is best labelled as the philosophical basis of medical knowledge, in particular, its epistemology. Contemporary pressures for teaching introductory computer skills are probably temporary.

The effect of introducing computers into an introductory physics problem-solving laboratory

NASA Astrophysics Data System (ADS)

McCullough, Laura Ellen

2000-10-01

Computers are appearing in every type of classroom across the country. Yet they often appear without benefit of studying their effects. The research that is available on computer use in classrooms has found mixed results, and often ignores the theoretical and instructional contexts of the computer in the classroom. The University of Minnesota's physics department employs a cooperative-group problem solving pedagogy, based on a cognitive apprenticeship instructional model, in its calculus-based introductory physics course. This study was designed to determine possible negative effects of introducing a computerized data-acquisition and analysis tool into this pedagogy as a problem-solving tool for students to use in laboratory. To determine the effects of the computer tool, two quasi-experimental treatment groups were selected. The computer-tool group (N = 170) used a tool, designed for this study (VideoTool), to collect and analyze motion data in the laboratory. The control group (N = 170) used traditional non-computer equipment (spark tapes and Polaroid(TM) film). The curriculum was kept as similar as possible for the two groups. During the ten week academic quarter, groups were examined for effects on performance on conceptual tests and grades, attitudes towards the laboratory and the laboratory tools, and behaviors within cooperative groups. Possible interactions with gender were also examined. Few differences were found between the control and computer-tool groups. The control group received slightly higher scores on one conceptual test, but this difference was not educationally significant. The computer-tool group had slightly more positive attitudes towards using the computer tool than their counterparts had towards the traditional tools. The computer-tool group also perceived that they spoke more frequently about physics misunderstandings, while the control group felt that they discussed equipment difficulties more often. This perceptual difference interacted with gender, with the men in the control group more likely to discuss equipment difficulties than any other group. Overall, the differences between the control and quasi-experimental groups were minimal. It was concluded that carefully replacing traditional data collection and analysis tools with a computer tool had no negative effects on achievement, attitude, group behavior, and did not interact with gender.

ICCE/ICCAI 2000 Full & Short Papers (Interactive Learning Environments).

ERIC Educational Resources Information Center

2000

This document contains the full and short papers on interactive learning environments from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: a CAL system for appreciation of 3D shapes by surface development; a constructivist virtual physics…

Development of Interactive Computer Programs To Help Students Transfer Basic Skills to College Level Science and Behavioral Science Courses.

ERIC Educational Resources Information Center

Mikulecky, Larry

Interactive computer programs, developed at Indiana University's Learning Skills Center, were designed to model effective strategies for reading biology and psychology textbooks. For each subject area, computer programs and textbook passages were used to instruct and model for students how to identify key concepts, compare and contrast concepts,…

Comprehensive Computer-Based Instructional Programs: What Works for Educationally Disadvantaged Students?

ERIC Educational Resources Information Center

Swan, Karen; And Others

The Computer Pilot Program of the Division of Computer Information Services of the New York City Board of Education was designed to investigate the claim that comprehensive computer-based instruction (CBI) might best be used to improve the basic skills of educationally disadvantaged students. This ongoing project is designed to identify…

Implications of Whole-Brained Theories of Learning and Thinking for Computer-Based Instruction.

ERIC Educational Resources Information Center

Torrance, E. Paul

1981-01-01

Discusses the implications of theories of hemispheric dominance for computer-assisted instruction, highlights some of the computer's instructional uses, lists specialized functions of the cerebral hemispheres, and lists recommended solutions to CBI program problems which were submitted by gifted children. Thirty-five sources are listed. (FM)

"Intelligent" Computer Assisted Instruction (CAI) Applications. Interim Report.

ERIC Educational Resources Information Center

Brown, John Seely; And Others

Interim work is documented describing efforts to modify computer techniques used to recognize and process English language requests to an instructional simulator. The conversion from a hand-coded to a table driven technique are described in detail. Other modifications to a simulation based computer assisted instruction program to allow a gaming…

ADCIS Conference Proceedings. International Conference (29th, Oakland, California, November 9-12, 1987).

ERIC Educational Resources Information Center

Association for the Development of Computer-based Instructional Systems.

These proceedings include papers on such topics as authoring systems, computer-managed instruction, testing, instructional design, management education, simulations, intelligent computer-assisted instruction, and other areas related to computer-based education. Fifty-six papers and 104 abstracts are organized by Association for the Development of…

The Effects of a Computer-Assisted Teaching Material, Designed According to the ASSURE Instructional Design and the ARCS Model of Motivation, on Students' Achievement Levels in a Mathematics Lesson and Their Resulting Attitudes

ERIC Educational Resources Information Center

Karakis, Hilal; Karamete, Aysen; Okçu, Aydin

2016-01-01

This study examined the effects that computer-assisted instruction had on students' attitudes toward a mathematics lesson and toward learning mathematics with computer-assisted instruction. The computer software we used was based on the ASSURE Instructional Systems Design and the ARCS Model of Motivation, and the software was designed to teach…

Why Information Technologies Fail.

ERIC Educational Resources Information Center

Gayeski, Diane M.

1989-01-01

Discusses successes and failures in the field of instructional technology and suggests methods to design more appropriate systems that would present fewer barriers to adoption. Topics discussed include educational television; videotext; video technology; audiovisual aids; teleconferencing; computer assisted instruction; interactive video; CD-ROM;…

Cognitive engineering of film library transition from film medium to digital environment in a Texas teaching hospital.

PubMed

Koperwhats, Martha A; Chang, Wei-Chih; Xiao, Jianguo

2002-01-01

Digital imaging technology promises efficient, economical, and fast service for patient care, but the challenges are great in the transition from film to a filmless (digital) environment. This change has a significant impact on the film library's personnel (film librarians) who play a leading roles in storage, classification, and retrieval of images. The objectives of this project were to study film library errors and the usability of a physical computerized system that could not be changed, while developing an intervention to reduce errors and test the usability of the intervention. Cognitive and human factors analysis were used to evaluate human-computer interaction. A workflow analysis was performed to understand the film and digital imaging processes. User and task analyses were applied to account for all behaviors involved in interaction with the system. A heuristic evaluation was used to probe the usability issues in the picture archiving and communication systems (PACS) modules. Simplified paper-based instructions were designed to familiarize the film librarians with the digital system. A usability survey evaluated the effectiveness of the instruction. The user and task analyses indicated that different users faced challenges based on their computer literacy, education, roles, and frequency of use of diagnostic imaging. The workflow analysis showed that the approaches to using the digital library differ among the various departments. The heuristic evaluation of the PACS modules showed the human-computer interface to have usability issues that prevented easy operation. Simplified instructions were designed for operation of the modules. Usability surveys conducted before and after revision of the instructions showed that performance improved. Cognitive and human factor analysis can help film librarians and other users adapt to the filmless system. Use of cognitive science tools will aid in successful transition of the film library from a film environment to a digital environment.

Learning and cognitive styles in web-based learning: theory, evidence, and application.

PubMed

Cook, David A

2005-03-01

Cognitive and learning styles (CLS) have long been investigated as a basis to adapt instruction and enhance learning. Web-based learning (WBL) can reach large, heterogenous audiences, and adaptation to CLS may increase its effectiveness. Adaptation is only useful if some learners (with a defined trait) do better with one method and other learners (with a complementary trait) do better with another method (aptitude-treatment interaction). A comprehensive search of health professions education literature found 12 articles on CLS in computer-assisted learning and WBL. Because so few reports were found, research from non-medical education was also included. Among all the reports, four CLS predominated. Each CLS construct was used to predict relationships between CLS and WBL. Evidence was then reviewed to support or refute these predictions. The wholist-analytic construct shows consistent aptitude-treatment interactions consonant with predictions (wholists need structure, a broad-before-deep approach, and social interaction, while analytics need less structure and a deep-before-broad approach). Limited evidence for the active-reflective construct suggests aptitude-treatment interaction, with active learners doing better with interactive learning and reflective learners doing better with methods to promote reflection. As predicted, no consistent interaction between the concrete-abstract construct and computer format was found, but one study suggests that there is interaction with instructional method. Contrary to predictions, no interaction was found for the verbal-imager construct. Teachers developing WBL activities should consider assessing and adapting to accommodate learners defined by the wholist-analytic and active-reflective constructs. Other adaptations should be considered experimental. Further WBL research could clarify the feasibility and effectiveness of assessing and adapting to CLS.

Apps in Literature-Based Classroom Instruction: Integrating Reading and Response through Traditional and Digital Media

ERIC Educational Resources Information Center

Möller, Karla J.

2015-01-01

For over two decades, the field of children's literature has been incorporating more digital technologies into publication of and access to texts. From early computer and CD-ROM adaptations of print picturebooks to the extensive visual and aural interactivity of the newest literature apps, what and how children read has changed significantly in…

Correlating Computer Database Programs with Social Studies Instruction.

ERIC Educational Resources Information Center

Northwest Regional Educational Lab., Portland, OR.

This unit emphasizes the integration of software in a focus on the classroom instruction process. Student activities are based on plans and ideas for instructional units presented by a teacher who describes and demonstrates the activities. Integration has occurred when computer applications are included in an instructional activity. This guide…

Estimating the Reliability of the CITAR Computer Courseware Evaluation System.

ERIC Educational Resources Information Center

Micceri, Theodore

In today's complex computer-based teaching (CBT)/computer-assisted instruction market, flashy presentations frequently prove the most important purchasing element, while instructional design and content are secondary to form. Courseware purchasers must base decisions upon either a vendor's presentation or some published evaluator rating.…

Effect of Computer-Based Video Games on Children: An Experimental Study

ERIC Educational Resources Information Center

Chuang, Tsung-Yen; Chen, Wei-Fan

2009-01-01

This experimental study investigated whether computer-based video games facilitate children's cognitive learning. In comparison to traditional computer-assisted instruction (CAI), this study explored the impact of the varied types of instructional delivery strategies on children's learning achievement. One major research null hypothesis was…

Antecedents of Computer-Based Instruction and Its Current Relationship to Our Discipline: An Examination of the Last Fifty Years of DAVI/AECT Convention Presentations

ERIC Educational Resources Information Center

Sugar, William; Brown, Abbie

2008-01-01

In this article, the authors explore the origins of computer-based instruction (CBI) and its influences on the Instructional Design and Technology profession. Specifically, the authors first identify four particularly popular CBI methodologies: (1) tutorials; (2) simulations; (3) games; and (4) hypermedia/web-based applications. Then, they examine…

CPU SIM: A Computer Simulator for Use in an Introductory Computer Organization-Architecture Class.

ERIC Educational Resources Information Center

Skrein, Dale

1994-01-01

CPU SIM, an interactive low-level computer simulation package that runs on the Macintosh computer, is described. The program is designed for instructional use in the first or second year of undergraduate computer science, to teach various features of typical computer organization through hands-on exercises. (MSE)

Foundation, Organization, and Purpose of the National Consortium for Computer-Based Musical Instruction

ERIC Educational Resources Information Center

Hofstetter, Fred T.

1976-01-01

This paper begins with a look at the present state of computer applications to music education. Instructional systems for instrumental music, music fundamentals, ear-training, set theory, composition, analysis, information retrieval, automated music printing and computer-managed instruction are discussed. The functions of the NCCBMI are described.…

Taking Computers Out of the Corner: Making Technology Work in the Classroom.

ERIC Educational Resources Information Center

Kuhn, Melanie

2001-01-01

Presents a series of examples in which classroom instruction effectively integrates technology into literacy learning. Hopes this will prove helpful to teachers who are searching for better ways to integrate computers and the Internet into their instruction. Identifies examples of effective use of computer-based instruction with a literacy focus…

Peril or Promise of Computer-Based Education: The Conceptual Framework for Evaluation and Selection of Educational Software.

ERIC Educational Resources Information Center

Barrett, Renee C.; McCann, Shirley J.

High technology has begun to dominate many aspects of life, and educators face the difficult challenge of its integration into curriculum and instructional practices. Computer based instruction (CBI) is becoming an increasingly popular form of instruction. Educators are often reluctant, however, to incorporate CBI into their courses due to limited…

Mississippi Curriculum Framework for Business and Computer Technology (Program CIP: 52.0408--Gen. Office/Clerical & Typing Service). Secondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for secondary-level courses in business and computer technology I-II.…

Learner Control of Instructional Sequence in Computer-Based Instruction: A Comparison to Programmed Control.

ERIC Educational Resources Information Center

Lahey, George F.; Coady, James D.

This study was conducted to determine whether learner control of lesson strategy is superior to programmed control in computer-based instruction (CBI), and, if so, whether learner control is more effective when guidance is provided. Subjects were 164 trainees assigned to the Basic Electricity/Electronics School in San Diego. They were randomly…

An Investigation of Learner-Control Variables in Vocabulary Learning Using Traditional Instruction and Two Forms of Computer-Based Instruction.

ERIC Educational Resources Information Center

Balajthy, Ernest

1988-01-01

Investigates college students' ability to monitor learner-controlled vocabulary instruction when performed in traditional workbook-like tasks and in two different computer-based formats: video game and text game exercises. Suggests that developmental reading students are unable to monitor their own vocabulary development accurately. (MM)

Beyond No Significant Differences: A Closer Look at the Educational Impact of Computer-Based Instruction

ERIC Educational Resources Information Center

Mandernach, B. Jean

2006-01-01

There is a host of research examining the equivalence of alternative modes of technology-facilitated educational delivery (such as computer-based or online instruction) and traditional classroom instruction. While various studies have promoted each of these modalities for specific populations or topic areas, the bulk of research supports relative…

Instructional Effectiveness of a Computer-Supported Program for Teaching Reading Comprehension Strategies

ERIC Educational Resources Information Center

Ponce, Hector R.; Lopez, Mario J.; Mayer, Richard E.

2012-01-01

This article examines the effectiveness of a computer-based instructional program (e-PELS) aimed at direct instruction in a collection of reading comprehension strategies. In e-PELS, students learn to highlight and outline expository passages based on various types of text structures (such as comparison or cause-and-effect) as well as to…

Expert Systems: Tutors, Tools, and Tutees.

ERIC Educational Resources Information Center

Lippert, Renate C.

1989-01-01

Discusses the current status, research, and practical implications of artificial intelligence and expert systems in education. Topics discussed include computer-assisted instruction; intelligent computer-assisted instruction; intelligent tutoring systems; instructional strategies involving the creation of knowledge bases; decision aids;…

Evaluation of DILearn: An Interactive Computer-Assisted Learning Program for Drug Information.

ERIC Educational Resources Information Center

Tunget, Cynthia L.; And Others

1993-01-01

Use of an interactive computer-assisted learning program to teach basic skills in obtaining drug information was investigated with 26 doctoral pharmacy students and a control group of 25 students receiving lecture instruction. Findings indicated no significant differences in short-term retention of drug information between groups and that students…

A Framework and Implementation of User Interface and Human-Computer Interaction Instruction

ERIC Educational Resources Information Center

Peslak, Alan

2005-01-01

Researchers have suggested that up to 50 % of the effort in development of information systems is devoted to user interface development (Douglas, Tremaine, Leventhal, Wills, & Manaris, 2002; Myers & Rosson, 1992). Yet little study has been performed on the inclusion of important interface and human-computer interaction topics into a current…

LUMIS Interactive graphics operating instructions and system specifications

NASA Technical Reports Server (NTRS)

Bryant, N. A.; Yu, T. C.; Landini, A. J.

1976-01-01

The LUMIS program has designed an integrated geographic information system to assist program managers and planning groups in metropolitan regions. Described is the system designed to interactively interrogate a data base, display graphically a portion of the region enclosed in the data base, and perform cross tabulations of variables within each city block, block group, or census tract. The system is designed to interface with U. S. Census DIME file technology, but can accept alternative districting conventions. The system is described on three levels: (1) introduction to the systems's concept and potential applications; (2) the method of operating the system on an interactive terminal; and (3) a detailed system specification for computer facility personnel.

An Interactive, Integrated, Instructional Pathway to the LEAD Science Gateway

NASA Astrophysics Data System (ADS)

Yalda, S.; Clark, R.; Davis, L.; Wiziecki, E. N.

2008-12-01

Linked Environments for Atmospheric Discovery (LEAD) is a bold and revolutionary paradigm that through a Web-based Service Oriented Architecture (SOA) exposes the user to a rich environment of data, models, data mining and visualization and analysis tools, enabling the user to ask science questions of applications while the complexity of the software and middleware managing these applications is hidden from the user. From its inception in 2003, LEAD has championed goals that have context for the future of weather and related research and education. LEAD espouses to lowering the barrier for using complex end-to-end weather technologies by a) democratizing the availability of advanced weather technologies, b) empowering the user of these technologies to tackle a variety of problems, and c) facilitating learning and understanding. LEAD, as it exists today, is poised to enable a diverse community of scientists, educators, students, and operational practitioners. The project has been informed by atmospheric and computer scientists, educators, and educational consultants who, in search of new knowledge, understanding, ideas, and learning methodologies, seek easy access to new capabilities that allow for user-directed and interactive query and acquisition, simulation, assimilation, data mining, computational modeling, and visualization. As one component of the total LEAD effort, the LEAD education team has designed interactive, integrated, instructional pathways within a set of learning modules (LEAD-to-Learn) to facilitate, enhance, and enable the use of the LEAD gateway in the classroom. The LEAD education initiative focuses on the means to integrate data, tools, and services used by researchers into undergraduate meteorology education in order to provide an authentic and contextualized environment for teaching and learning. Educators, educational specialists, and students from meteorology and computer science backgrounds have collaborated on the design and development of learning materials, as well as new tools and features, to enhance the appearance and use of the LEAD portal gateway and its underlying cyberinfrastructure in an educational setting. The development of educational materials has centered on promoting the accessibility and use of meteorological data and analysis tools through the LEAD portal by providing instructional materials, additional custom designed tools that build off of Unidata's Integrated Data Viewer (IDV) (e.g. IDV Basic and NCDestroyer), and an interactive component that takes the user through specific tasks utilizing multiple tools. In fact, select improvements to parameter lists and domain subsetting have inspired IDV developers to incorporate changes in IDV revisions that are now available to the entire community. This collection of materials, demonstrations, interactive guides, student exercises, and customized tools, which are now available to the educator and student through the LEAD portal gateway, can serve as an instructional pathway for a set of guided, phenomenon-based exercises (e.g. fronts, lake-effect snows, etc.). This paper will provide an overview of the LEAD education and outreach efforts with a focus on the design of Web-based educational materials and instructional approaches for user interaction with the LEAD portal gateway and the underlying cyberinfrastructure, and will encourage educators, especially those involved in undergraduate meteorology education, to begin incorporating these capabilities into their course materials.

Drill user's manual. [drilling machine automation

NASA Technical Reports Server (NTRS)

Pitts, E. A.

1976-01-01

Instructions are given for using the DRILL computer program which converts data contained in an Interactive Computer Graphics System (IGDS) design file to production of a paper tape for driving a numerically controlled drilling machine.

Using Multimedia for E-Learning

ERIC Educational Resources Information Center

Mayer, R. E.

2017-01-01

This paper reviews 12 research-based principles for how to design computer-based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer-based instruction containing…

Internet messenger based smart virtual class learning using ubiquitous computing

NASA Astrophysics Data System (ADS)

Umam, K.; Mardi, S. N. S.; Hariadi, M.

2017-06-01

Internet messenger (IM) has become an important educational technology component in college education, IM makes it possible for students to engage in learning and collaborating at smart virtual class learning (SVCL) using ubiquitous computing. However, the model of IM-based smart virtual class learning using ubiquitous computing and empirical evidence that would favor a broad application to improve engagement and behavior are still limited. In addition, the expectation that IM based SVCL using ubiquitous computing could improve engagement and behavior on smart class cannot be confirmed because the majority of the reviewed studies followed instructions paradigms. This article aims to present the model of IM-based SVCL using ubiquitous computing and showing learners’ experiences in improved engagement and behavior for learner-learner and learner-lecturer interactions. The method applied in this paper includes design process and quantitative analysis techniques, with the purpose of identifying scenarios of ubiquitous computing and realize the impressions of learners and lecturers about engagement and behavior aspect and its contribution to learning

Integration of Ausubelian Learning Theory and Educational Computing.

ERIC Educational Resources Information Center

Heinze-Fry, Jane A.; And Others

1984-01-01

Examines possible benefits when Ausubelian learning approaches are integrated into computer-assisted instruction, presenting an example of this integration in a computer program dealing with introductory ecology concepts. The four program parts (tutorial, interactive concept mapping, simulations, and vee-mapping) are described. (JN)

Using the Microcomputer to Develop Listening Skills.

ERIC Educational Resources Information Center

Mohler, Stephen C.

A college-level introductory Spanish instructional system uses an interactive combination of microcomputer and program-stop tape recorder to enhance students' listening skills. The basic content is listening drills, adapted to the computer medium. Microcomputer use adds considerable versatility to instructional materials, including such features…

The Identification, Implementation, and Evaluation of Critical User Interface Design Features of Computer-Assisted Instruction Programs in Mathematics for Students with Learning Disabilities

ERIC Educational Resources Information Center

Seo, You-Jin; Woo, Honguk

2010-01-01

Critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities and corresponding implementation guidelines were identified in this study. Based on the identified features and guidelines, a multimedia computer-assisted instruction program, "Math Explorer", which delivers…

A Comparison of the Effects of Lego TC Logo and Problem Solving Software on Elementary Students' Problem Solving Skills.

ERIC Educational Resources Information Center

Palumbo, Debra L; Palumbo, David B.

1993-01-01

Computer-based problem-solving software exposure was compared to Lego TC LOGO instruction. Thirty fifth graders received either Lego LOGO instruction, which couples Lego building block activities with LOGO computer programming, or instruction with various problem-solving computer programs. Although both groups showed significant progress, the Lego…

Computer Instructional Aids for Undergraduate Control Education.

ERIC Educational Resources Information Center

Volz, Richard A.; And Others

Engineering is coming to rely more and more heavily upon the computer for computations, analyses, and graphic displays which aid the design process. A general purpose simulation system, the Time-shared Automatic Control Laboratory (TACL), and a set of computer-aided design programs, Control Oriented Interactive Graphic Analysis and Design…

Education: AIChE Probes Impact of Computer on Future Engineering Education.

ERIC Educational Resources Information Center

Krieger, James

1983-01-01

Evaluates influence of computer assisted instruction on engineering education, considering use of computers to remove burden of doing calculations and to provide interactive self-study programs of a tutorial/remedial nature. Cites universities requiring personal computer purchase, pointing out possibility for individualized design assignments.…

Mathematics Word Problem Solving: An Investigation into Schema-Based Instruction in a Computer-Mediated Setting and a Teacher-Mediated Setting with Mathematically Low-Performing Students

ERIC Educational Resources Information Center

Leh, Jayne

2011-01-01

Substantial evidence indicates that teacher-delivered schema-based instruction (SBI) facilitates significant increases in mathematics word problem solving (WPS) skills for diverse students; however research is unclear whether technology affordances facilitate superior gains in computer-mediated (CM) instruction in mathematics WPS when compared to…

The Effects of Varied Visual Organizational Strategies within Computer-Based Instruction on Factual, Conceptual and Problem Solving Learning.

ERIC Educational Resources Information Center

Haag, Brenda Bannan; Grabowski, Barbara L.

The purpose of this exploratory study was to examine the effectiveness of learner manipulation of visuals with and without organizing cues in computer-based instruction on adults' factual, conceptual, and problem-solving learning. An instructional unit involving the physiology and the anatomy of the heart was used. A post-test only control group…

Bridges to Swaziland: Using Task-Based Learning and Computer-Mediated Instruction to Improve English Language Teaching and Learning

ERIC Educational Resources Information Center

Pierson, Susan Jacques

2015-01-01

One way to provide high quality instruction for underserved English Language Learners around the world is to combine Task-Based English Language Learning with Computer- Assisted Instruction. As part of an ongoing project, "Bridges to Swaziland," these approaches have been implemented in a determined effort to improve the ESL program for…

The Computer Integration into the EFL Instruction in Indonesia: An Analysis of Two University Instructors in Integrating Computer Technology into EFL Instruction to Encourage Students' Language Learning Engagement

ERIC Educational Resources Information Center

Prihatin, Pius N.

2012-01-01

Computer technology has been popular for teaching English as a foreign language in non-English speaking countries. This case study explored the way language instructors designed and implemented computer-based instruction so that students are engaged in English language learning. This study explored the beliefs, practices and perceptions of…

Analysis of attitude and achievement using the 5E instructional model in an interactive television environment

NASA Astrophysics Data System (ADS)

Cherry, Gamaliel R.

The purpose of this quasi-experimental study was to examine attitude and achievement among fifth grade students participating in inquiry and lecture-based forms of instruction through interactive television. Participants (N = 260) were drawn from registered users of NASA's Digital Learning Network(TM). The first three levels of Bloom's Revised Taxonomy were used to measure levels of achievement while the Science Attitude Inventory II was used to measure science attitudes. Results indicated a significant interaction between inquiry and topic area, as well as achievement for remember, understand, and apply levels of Bloom's Revised Taxonomy. Differences between mean scores were in favor of the treatment group on both topic and achievement levels. Findings echo research that encourages the use of inquiry-based instruction to improve achievement. This study also serves as a reference for supplemental content providers searching for an effective instructional strategy when delivering instruction through interactive television. Recommendations for future research include the examination of: development time between inquiry-based and lecture-based strategies, a longitudinal study of attitude and achievement from elementary through middle school, differences between interactive television sessions and asynchronous sessions, and types of inquiry-based instruction related to student achievement and retention through interactive television.

A comparison of student reactions to biology instruction by interactive videodisc or conventional laboratory

NASA Astrophysics Data System (ADS)

Leonard, William H.

This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc were not real and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the wet laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.

A Descriptive Assessment of Instruction-Based Interactions in the Preschool Classroom

ERIC Educational Resources Information Center

Ndoro, Virginia W.; Hanley, Gregory P.; Tiger, Jeffrey H.; Heal, Nicole A.

2006-01-01

The current study describes preschool teacher-child interactions during several commonly scheduled classroom activities in which teachers deliver instructions. An observation system was developed that incorporated measurement of evidence-based compliance strategies and included the types of instructions delivered (e.g., integral or deficient…

Effect of Computer-Aided Instruction on Attitude and Achievement of Fifth Grade Math Students

ERIC Educational Resources Information Center

Shoemaker, Traci L.

2013-01-01

The purpose of this quasi-experimental non-equivalent control group study was to test theories of constructivism and motivation, along with research-based teaching practices of differentiating instruction and instructing within a child's Zone of Proximal Development, in measuring the effect of computer-aided instruction on fifth grade students'…

Programmed Instruction to Computer-Based Instruction: The Evolution of an Instructional Technology.

ERIC Educational Resources Information Center

Lamos, Joseph P.

This review of the evolution of programmed instruction from Pressey and Skinner to the present suggests that current computer technology will be able to free the learner from the limitations of time and place as Pressey originally proposed. It is noted that Skinner provided the necessary foundation for treating the learning process on an…

Strategic flexibility in computational estimation for Chinese- and Canadian-educated adults.

PubMed

Xu, Chang; Wells, Emma; LeFevre, Jo-Anne; Imbo, Ineke

2014-09-01

The purpose of the present study was to examine factors that influence strategic flexibility in computational estimation for Chinese- and Canadian-educated adults. Strategic flexibility was operationalized as the percentage of trials on which participants chose the problem-based procedure that best balanced proximity to the correct answer with simplification of the required calculation. For example, on 42 × 57, the optimal problem-based solution is 40 × 60 because 2,400 is closer to the exact answer 2,394 than is 40 × 50 or 50 × 60. In Experiment 1 (n = 50), where participants had free choice of estimation procedures, Chinese-educated participants were more likely to choose the optimal problem-based procedure (80% of trials) than Canadian-educated participants (50%). In Experiment 2 (n = 48), participants had to choose 1 of 3 solution procedures. They showed moderate strategic flexibility that was equal across groups (60%). In Experiment 3 (n = 50), participants were given the same 3 procedure choices as in Experiment 2 but different instructions and explicit feedback. When instructed to respond quickly, both groups showed moderate strategic flexibility as in Experiment 2 (60%). When instructed to respond as accurately as possible or to balance speed and accuracy, they showed very high strategic flexibility (greater than 90%). These findings suggest that solvers will show very different levels of strategic flexibility in response to instructions, feedback, and problem characteristics and that these factors interact with individual differences (e.g., arithmetic skills, nationality) to produce variable response patterns.

The Human-Computer Interface and Information Literacy: Some Basics and Beyond.

ERIC Educational Resources Information Center

Church, Gary M.

1999-01-01

Discusses human/computer interaction research, human/computer interface, and their relationships to information literacy. Highlights include communication models; cognitive perspectives; task analysis; theory of action; problem solving; instructional design considerations; and a suggestion that human/information interface may be a more appropriate…

The Effect of Interactive Whiteboard-Based Instruction on Mathematics Performance of English Learners

ERIC Educational Resources Information Center

Link, Tammy

2012-01-01

A quasi-experimental research study was conducted to investigate the performance of English learners (ELs) on mathematics assessments when using interactive whiteboard (IWB)-based instruction as compared to text-based instruction. A sample of 47 seventh-and eighth-grade EL students from ABC Middle School (name has been changed) was included in…

Program structure-based blocking

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bertolli, Carlo; Eichenberger, Alexandre E.; O'Brien, John K.

2017-09-26

Embodiments relate to program structure-based blocking. An aspect includes receiving source code corresponding to a computer program by a compiler of a computer system. Another aspect includes determining a prefetching section in the source code by a marking module of the compiler. Yet another aspect includes performing, by a blocking module of the compiler, blocking of instructions located in the prefetching section into instruction blocks, such that the instruction blocks of the prefetching section only contain instructions that are located in the prefetching section.

Copyright Considerations in Distance Education and Technology-Mediated Instruction.

ERIC Educational Resources Information Center

Salomon, Kenneth D.

The accelerating development of distance education and the use of technology-mediated instructional materials over interactive computer networks has given rise to heightened interest and thought by faculty and administration alike about related copyright issues. The evolution of distance education from early morning television broadcasts to…

Computer Assisted Project-Based Instruction: The Effects on Science Achievement, Computer Achievement and Portfolio Assessment

ERIC Educational Resources Information Center

Erdogan, Yavuz; Dede, Dinçer

2015-01-01

The purpose of this study is to compare the effects of computer assisted project-based instruction on learners' achievement in a science and technology course, in a computer course and in portfolio development. With this aim in mind, a quasi-experimental design was used and a sample of 70 seventh grade secondary school students from Org. Esref…

Computer-Based Video Instruction To Teach Persons with Moderate Intellectual Disabilities To Read Grocery Aisle Signs and Locate Items.

ERIC Educational Resources Information Center

Mechling, Linda C.; Gast, David L.; Langone, John

2002-01-01

A study evaluated use of computer-based video instruction to teach generalized reading of grocery store aisle signs and the location of the corresponding grocery items to four students (ages 9-17) mental retardation. The computer-based video program was successful in teaching generalized reading of signs and the location of items. (Contains…

A randomized, controlled trial of interactive, multimedia software for patient colonoscopy education.

PubMed

Shaw, M J; Beebe, T J; Tomshine, P A; Adlis, S A; Cass, O W

2001-02-01

The purpose of our study was to assess the effectiveness of computer-assisted instruction (CAI) in patients having colonoscopies. We conducted a randomized, controlled trial in large, multispecialty clinic. Eighty-six patients were referred for colonoscopies. The interventions were standard education versus standard education plus CAI, and the outcome measures were anxiety, comprehension, and satisfaction. Computer-assisted instruction had no effect on patients' anxiety. The group receiving CAI demonstrated better overall comprehension (p < 0.001). However, Comprehension of certain aspects of serious complications and appropriate postsedation behavior were unaffected by educational method. Patients in the CAI group were more likely to indicate satisfaction with the amount of information provided when compared with the standard education counterparts (p = 0.001). Overall satisfaction was unaffected by educational method. Computer-assisted instruction for colonoscopy provided better comprehension and greater satisfaction with the adequacy of education than standard education. Computer-assisted instruction helps physicians meet their educational responsibilities with no decrement to the interpersonal aspects of the patient-physician relationship.

Verification of the FtCayuga fault-tolerant microprocessor system. Volume 2: Formal specification and correctness theorems

NASA Technical Reports Server (NTRS)

Bickford, Mark; Srivas, Mandayam

1991-01-01

Presented here is a formal specification and verification of a property of a quadruplicately redundant fault tolerant microprocessor system design. A complete listing of the formal specification of the system and the correctness theorems that are proved are given. The system performs the task of obtaining interactive consistency among the processors using a special instruction on the processors. The design is based on an algorithm proposed by Pease, Shostak, and Lamport. The property verified insures that an execution of the special instruction by the processors correctly accomplishes interactive consistency, providing certain preconditions hold, using a computer aided design verification tool, Spectool, and the theorem prover, Clio. A major contribution of the work is the demonstration of a significant fault tolerant hardware design that is mechanically verified by a theorem prover.

Computer conferencing: the "nurse" in the "Electronic School District".

PubMed

Billings, D M; Phillips, A

1991-01-01

As computer-based instructional technologies become increasingly available, they offer new mechanisms for health educators to provide health instruction. This article describes a pilot project in which nurses established a computer conference to provide health instruction to high school students participating in an electronic link of high schools. The article discusses computer conferencing, the "Electronic School District," the design of the nursing conference, and the role of the nurse in distributed health education.

Comparing Computer Game and Traditional Lecture Using Experience Ratings from High and Low Achieving Students

ERIC Educational Resources Information Center

Grimley, Michael; Green, Richard; Nilsen, Trond; Thompson, David

2012-01-01

Computer games are purported to be effective instructional tools that enhance motivation and improve engagement. The aim of this study was to investigate how tertiary student experiences change when instruction was computer game based compared to lecture based, and whether experiences differed between high and low achieving students. Participants…

Teaching Grocery Store Purchasing Skills to Students with Intellectual Disabilities Using a Computer-Based Instruction Program

ERIC Educational Resources Information Center

Hansen, David L.; Morgan, Robert L.

2008-01-01

This research evaluated effects of a multi-media computer-based instruction (CBI) program designed to teach grocery store purchasing skills to three high-school students with intellectual disabilities. A multiple baseline design across participants used measures of computer performance mastery and grocery store probes to evaluate the CBI. All…

Comparing differences in teacher learning and involvement in water quality activities with the use of a Web tutorial and with face-to-face instruction

NASA Astrophysics Data System (ADS)

Cleveland, April Jones

The integration of technology into the K--12 classroom has become a key focus in the last several years. However, teachers are often left out of this integration process, and subsequently training in the use of the technologies in a classroom setting is often minimal in nature. Teachers are left on their own as they struggle to integrate technology into their curriculum. Web-based professional development has the potential to alleviate both time and place constraints teachers often confront when trying to attend traditional professional programs to upgrade their technology skills. This study focuses on 70 upper elementary, middle, and high school teachers who volunteered to take part in this study in which a web-based tutorial was used as a tool for professional development and data collection. A comparison of settings allowed these teachers to participate in one of three ways: (1) in a workshop-type setting with an instructional leader; (2) in a workshop-type setting with a facilitator; and (3) on the web without an instructional leader or informal peer interaction. All the groups used the same web-based tutorial on water quality monitoring for instructional purposes. Research data included pretest and post-test measurement from all three groups as well as their analysis of a known water sample. The Microcomputer Utilization in Teaching Efficacy Beliefs Instrument (MUTEBI) was administered to all the participants as a measurement of self-efficacy beliefs as they relate to the use of computers in science teaching. In addition to the quantitative data collected, qualitative data was also compiled. The results of the study indicate that all the participants were equal in terms of knowledge acquisition, but may have derived "unanticipated benefits" from interaction with their peers in the workshop-type settings. The results also indicate that as teachers' self-rating of computer expertise increased, their scores on the Microcomputer Utilization in Teaching Efficacy Beliefs Instrument (MUTEBI) increased as well.

Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology.

PubMed

Khalil, Mohammed K; Kirkley, Debbie L; Kibble, Jonathan D

2013-01-01

This article describes the development of an interactive computer-based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self-directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed-ended and open-ended items. Closed-ended items using a five-point Likert-scale assessed the format and navigation, instructional contents, group process, and learning process. Open-ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self-monitoring of their learning. Copyright © 2013 American Association of Anatomists.

Teaching Concept Mapping and University Level Study Strategies Using Computers.

ERIC Educational Resources Information Center

Mikulecky, Larry; And Others

1989-01-01

Assesses the utility and effectiveness of three interactive computer programs and associated print materials in instructing and modeling for undergraduates how to comprehend and reconceptualize scientific textbook material. Finds that "how to" reading strategies can be taught via computer and transferred to new material. (RS)

The use of computer-aided learning in chemistry laboratory instruction

NASA Astrophysics Data System (ADS)

Allred, Brian Robert Tracy

This research involves developing and implementing computer software for chemistry laboratory instruction. The specific goal is to design the software and investigate whether it can be used to introduce concepts and laboratory procedures without a lecture format. This would allow students to conduct an experiment even though they may not have been introduced to the chemical concept in their lecture course. This would also allow for another type of interaction for those students who respond more positively to a visual approach to instruction. The first module developed was devoted to using computer software to help introduce students to the concepts related to thin-layer chromatography and setting up and running an experiment. This was achieved through the use of digitized pictures and digitized video clips along with written information. A review quiz was used to help reinforce the learned information. The second module was devoted to the concept of the "dry lab". This module presented students with relevant information regarding the chemical concepts and then showed them the outcome of mixing solutions. By these observations, they were to determine the composition of unknown solutions based on provided descriptions and comparison with their written observations. The third piece of the software designed was a computer game. This program followed the first two modules in providing information the students were to learn. The difference here, though, was incorporating a game scenario for students to use to help reinforce the learning. Students were then assessed to see how much information they retained after playing the game. In each of the three cases, a control group exposed to the traditional lecture format was used. Their results were compared to the experimental group using the computer modules. Based upon the findings, it can be concluded that using technology to aid in the instructional process is definitely of benefit and students were more successful in learning. It is important to note, though, that one single type of instructional method is not the best way to inspire learning. It seems multiple methods provide the best educational experience for all.

A CAI (Computer-Assisted Instruction) Course on Constructing PLANIT lessons: Development, Content, and Evaluation

DTIC Science & Technology

1980-06-01

courseware package on how to program lessons for an automated system. Since PLANIT (Programming Language for Interactive Teaching) is the student/author...assisted instruction (CAI), how to program PLANIT lessons, and to evaluate the effectiveness of the package for select Army users. The resultant courseware

Feasibility of Incorporating Alternative Teaching Methods into Clinical Clerkships.

ERIC Educational Resources Information Center

Berman, Judith; And Others

1990-01-01

A study investigated the effectiveness of computer-assisted instruction, interactive video, and videotapes as alternative methods of instruction in clinical clerkship modules on diabetes and hypertension. The 17 participants were more interested in balancing time between patient contact and alternative teaching methods and had better knowledge,…

The Computer as a Tutorial Laboratory: The Stanford BIP Project.

ERIC Educational Resources Information Center

Barr, Avron; And Others

The BASIC Instructional Program (BIP) is an interactive problem-solving laboratory that offers tutorial assistance to students solving introductory programing problems in the BASIC language. After a brief review of the rationale and origins of the BIP instructional system, the design and implementation of BIP's curriculum information network are…

Is Computer-Aided Instruction an Effective Tier-One Intervention for Kindergarten Students at Risk for Reading Failure in an Applied Setting?

ERIC Educational Resources Information Center

Kreskey, Donna DeVaughn; Truscott, Stephen D.

2016-01-01

This study investigated the use of computer-aided instruction (CAI) as an intervention for kindergarten students at risk for reading failure. Headsprout Early Reading (Headsprout 2005), a type of CAI, provides internet-based, reading instruction incorporating the critical components of reading instruction cited by the National Reading Panel (NRP…

Developing Mobile Based Instruction

ERIC Educational Resources Information Center

Martin, Florence; Pastore, Raymond; Snider, Jean

2012-01-01

This paper describes an instructional design class's experience developing instruction for the mobile web. The class was taught at a southeastern university in the United States in a master's level computer based instruction course. Two example projects are showcased and student reflections on design issues are highlighted. Additionally,…

Multi-media authoring - Instruction and training of air traffic controllers based on ASRS incident reports

NASA Technical Reports Server (NTRS)

Armstrong, Herbert B.; Roske-Hofstrand, Renate J.

1989-01-01

This paper discusses the use of computer-assisted instructions and flight simulations to enhance procedural and perceptual motor task training. Attention is called to the fact that incorporating the accident and incident data contained in reports filed with the Aviation Safety Reporting System (ASRS) would be a valuable training tool which the learner could apply for other situations. The need to segment the events is emphasized; this would make it possible to modify events in order to suit the needs of the training environment. Methods were developed for designing meaningful scenario development on runway incursions on the basis of analysis of ASRS reports. It is noted that, while the development of interactive training tools using the ASRS and other data bases holds much promise, the design and production of interactive video programs and laser disks are very expensive. It is suggested that this problem may be overcome by sharing the costs of production to develop a library of materials available to a broad range of users.

Computers and Instruction: Implications of the Rising Tide of Criticism for Reading Education.

ERIC Educational Resources Information Center

Balajthy, Ernest

1988-01-01

Examines two major reasons that schools have adopted computers without careful prior examination and planning. Surveys a variety of criticisms targeted toward some aspects of computer-based instruction in reading in an effort to direct attention to the beneficial implications of computers in the classroom. (MS)

Color in Computer-Assisted Instruction.

ERIC Educational Resources Information Center

Steinberg, Esther R.

Color monitors are in wide use in computer systems. Thus, it is important to understand how to apply color effectively in computer assisted instruction (CAI) and computer based training (CBT). Color can enhance learning, but it does not automatically do so. Indiscriminate application of color can mislead a student and thereby even interfere with…

Evaluation of Manual Spelling, Observational and Incidental Learning Using Computer-Based Instruction with a Tablet PC, Large Screen Projection, and a Forward Chaining Procedure

ERIC Educational Resources Information Center

Purrazzella, Kimberly; Mechling, Linda C.

2013-01-01

The study employed a multiple probe design to investigate the effects of computer-based instruction (CBI) and a forward chaining procedure to teach manual spelling of words to three young adults with moderate intellectual disability in a small group arrangement. The computer-based program included a tablet PC whereby students wrote words directly…

Computer-Based Instruction (CBI): Considerations for a User-Oriented Technology Data Base.

DTIC Science & Technology

1985-10-14

CBI works primarily because of the systematic attention to instructional material it brings to the development process , and the extent to which quality...looked at CBI software multi-use potential, support and maintenance from a joint service perspective, and described requirements for a software...computer support for some aspect of the instructional process . Personnel involved in other TDAC projects are reviewing commercially available CBI and

Multimedia Instructional Tools and Student Learning in a Computer Applications Course

ERIC Educational Resources Information Center

Chapman, Debra L.; Wang, Shuyan

2015-01-01

Advances in technology and changes in educational strategies have resulted in the integration of technology in the classroom. Multimedia instructional tools (MMIT) provide student-centered active-learning instructional activities. MMITs are common in introductory computer applications courses based on the premise that MMITs should increase student…

Multimedia Instructional Tools and Student Learning in Computer Applications Courses

ERIC Educational Resources Information Center

Chapman, Debra Laier

2013-01-01

Advances in technology and changes in educational strategies have resulted in the integration of technology into the classroom. Multimedia instructional tools (MMIT) have been identified as a way to provide student-centered active-learning instructional material to students. MMITs are common in introductory computer applications courses based on…

ADCIS Conference Proceedings. Computer-Based Instruction (28th, Washington, D.C., November 10-13, 1986).

ERIC Educational Resources Information Center

Association for the Development of Computer-based Instructional Systems.

This volume is divided into full formal paper manuscripts and 200-word abstracts of presentations that were made without submitting formal papers. The 73 papers presented in full represent recent research and applications in the field of computer-based instruction. They are organized into 13 sections by special interest group: (1) Computer-Based…

Introduction to the Atari Computer. A Program Written in the Pilot Programming Language.

ERIC Educational Resources Information Center

Schlenker, Richard M.

Designed to be an introduction to the Atari microcomputers for beginners, the interactive computer program listed in this document is written in the Pilot programing language. Instructions are given for entering and storing the program in the computer memory for use by students. (MES)

Computer Applications and Technology 105.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

Designed to promote Manitoba students' familiarity with computer technology and their ability to interact with that technology, the Computer Applications and Technology 105 course is a one-credit course presented in 15 topical, non-sequential units that require 110-120 hours of instruction time. It has been developed with the assumption that each…

A Novel Use of Computer Simulation in an Applied Pharmacokinetics Course.

ERIC Educational Resources Information Center

Sullivan, Timothy J.

1982-01-01

The use of a package of interactive computer programs designed to simulate pharmacokinetic monitoring of drug therapy in a required undergraduate applied pharmacokinetics course is described. Students were assigned the problem of maintaining therapeutic drug concentrations in a computer generated "patient" as an adjunct to classroom instruction.…

Participation, Interaction and Social Presence: An Exploratory Study of Collaboration in Online Peer Review Groups

ERIC Educational Resources Information Center

Zhao, Huahui; Sullivan, Kirk P. H.; Mellenius, Ingmarie

2014-01-01

A key reason for using asynchronous computer conferencing in instruction is its potential for supporting collaborative learning. However, few studies have examined collaboration in computer conferencing. This study examined collaboration in six peer review groups within an asynchronous computer conferencing. Eighteen tertiary students participated…

Research on Computers in Mathematics Education, IV. The Use of Computers in Mathematics Education Resource Series.

ERIC Educational Resources Information Center

Kieren, Thomas E.

This last paper in a set of four reviews research on a wide variety of computer applications in the mathematics classroom. It covers computer-based instruction, especially drill-and-practice and tutorial modes; computer-managed instruction; and computer-augmented problem-solving. Analytical comments on the findings and status of the research are…

The impact of instructional design in a case-based, computer-assisted instruction module on learning liver pathology in a medical school pathology course

NASA Astrophysics Data System (ADS)

Latham, Patricia S.

The purpose of this quantitative experimental study was to test the impact of three learning interventions on student learning and satisfaction when the interventions were embedded in the instructional design of case-based, Computer-Assisted Instruction (CAI) modules for learning liver pathology in an in-class, self-study, laboratory exercise during a Year-2 medical school Pathology course. The hypothesis was that inclusion of the learning interventions would enhance student satisfaction in using the CAI and improve subsequent CAI-directed exam performance. Three learning interventions were studied, including the use of microscopic virtual slides instead of only static images, the use of interactive image annotations instead of only still annotations, and the use of guiding questions before presenting new information. Students were randomly assigned to with one of eight CAI learning modules configured to control for each of the three learning interventions. Effectiveness of the CAI for student learning was assessed by student performance on questions included in subsequent CAI-directed exams in a pretest and on posttests immediately after the lab exercise, at two weeks and two months. Student satisfaction and perceived learning was assessed by a student survey. Results showed that the learning interventions did not improve subsequent student exam performance, although satisfaction and perceived learning with use of the CAI learning modules was enhanced. Student class rank was evaluated to determine if the learning interventions might have a differential effect based on class rank, but there were no significant differences. Class rank at the time of the lab exercise was itself the strongest predictor of exam performance. The findings suggest that the addition of virtual slides, interactive annotations and guiding questions as learning interventions in self-study, case-based CAI for learning liver pathology in a medical class room setting are not likely to increase performance on subsequent MCQ-based exams, but student satisfaction with use of the CAI can be enhanced, which could provide to be an incentive for students to use similar CAI learning modules for future self-directed learning.

Computer-Based Instruction in Dietetics Education.

ERIC Educational Resources Information Center

Schroeder, Lois; Kent, Phyllis

1982-01-01

Details the development and system design of a computer-based instruction (CBI) program designed to provide tutorial training in diet modification as part of renal therapy and provides the results of a study that compared the effectiveness of the CBI program with the traditional lecture/laboratory method. (EAO)

The Accuracy of Cognitive Monitoring during Computer-Based Instruction.

ERIC Educational Resources Information Center

Garhart, Casey; Hannafin, Michael J.

This study was conducted to determine the accuracy of learners' comprehension monitoring during computer-based instruction and to assess the relationship between enroute monitoring and different levels of learning. Participants were 50 university undergraduate students enrolled in an introductory educational psychology class. All students received…

Harnessing the Power of Interactivity for Instruction.

ERIC Educational Resources Information Center

Borsook, Terry K.

Arguing that what sets the computer apart from all other teaching devices is its potential for interactivity, this paper examines the concept of interactivity and explores ways in which its power can be harnessed and put to work. A discussion of interactivity in human-to-human communication sets a context within which to view human/computer…

Investigating the applicability of activity-based quantum mechanics in a few high school physics classrooms

NASA Astrophysics Data System (ADS)

Escalada, Lawrence Todd

Quantum physics is not traditionally introduced in high school physics courses because of the level of abstraction and mathematical formalism associated with the subject. As part of the Visual Quantum Mechanics project, activity-based instructional units have been developed that introduce quantum principles to students who have limited backgrounds in physics and mathematics. This study investigates the applicability of one unit, Solids & Light, that introduces quantum principles within the context of learning about light emitting diodes. An observation protocol, attitude surveys, and questionnaires were used to examine the implementation of materials and student-teacher interactions in various secondary physics classrooms. Aspects of Solids & Light including the use of hands-on activities, interactive computer programs, inexpensive materials, and the focus on conceptual understanding were very applicable in the various physics classrooms observed. Both teachers and students gave these instructional strategies favorable ratings in motivating students to make observations and to learn. These ratings were not significantly affected by gender or students, attitudes towards physics or computers. Solid's & Light was applicable in terms of content and teaching style for some teachers. However, a mismatch of teaching styles between some instructors and the unit posed some problems in determining applicability. Observations indicated that some instructors were not able to utilize the exploratory instructional strategy of Solid's & Light. Thus, Solids & Light must include additional support necessary to make the instructor comfortable with the subject matter and pedagogical style. With these revisions, Solids & Light, will have all the key components to make its implementation in a high school physics classroom a successful one.

Design and utility of a web-based computer-assisted instructional tool for neuroanatomy self-study and review for physical and occupational therapy graduate students.

PubMed

Foreman, K Bo; Morton, David A; Musolino, Gina Maria; Albertine, Kurt H

2005-07-01

The cadaver continues to be the primary tool to teach human gross anatomy. However, cadavers are not available to students outside of the teaching laboratory. A solution is to make course content available through computer-assisted instruction (CAI). While CAI is commonly used as an ancillary teaching tool for anatomy, use of screen space, annotations that obscure the image, and restricted interactivity have limited the utility of such teaching tools. To address these limitations, we designed a Web-based CAI tool that optimizes use of screen space, uses annotations that do not decrease the clarity of the images, and incorporates interactivity across different operating systems and browsers. To assess the design and utility of our CAI tool, we conducted a prospective evaluation of 43 graduate students enrolled in neuroanatomy taught by the Divisions of Physical and Occupational Therapy at the University of Utah, College of Health. A questionnaire addressed navigation, clarity of the images, benefit of the CAI tool, and rating of the CAI tool compared to traditional learning tools. Results showed that 88% of the respondents strongly agreed that the CAI tool was easy to navigate and overall beneficial. Eighty-four percent strongly agreed that the CAI tool was educational in structure identification and had clear images. Furthermore, 95% of the respondents thought that the CAI tool was much to somewhat better than traditional learning tools. We conclude that the design of a CAI tool, with minimal limitations, provides a useful ancillary tool for human neuroanatomy instruction. Copyright 2005 Wiley-Liss, Inc.

Software tools for interactive instruction in radiologic anatomy.

PubMed

Alvarez, Antonio; Gold, Garry E; Tobin, Brian; Desser, Terry S

2006-04-01

To promote active learning in an introductory Radiologic Anatomy course through the use of computer-based exercises. DICOM datasets from our hospital PACS system were transferred to a networked cluster of desktop computers in a medical school classroom. Medical students in the Radiologic Anatomy course were divided into four small groups and assigned to work on a clinical case for 45 minutes. The groups used iPACS viewer software, a free DICOM viewer, to view images and annotate anatomic structures. The classroom instructor monitored and displayed each group's work sequentially on the master screen by running SynchronEyes, a software tool for controlling PC desktops remotely. Students were able to execute the assigned tasks using the iPACS software with minimal oversight or instruction. Course instructors displayed each group's work on the main display screen of the classroom as the students presented the rationale for their decisions. The interactive component of the course received high ratings from the students and overall course ratings were higher than in prior years when the course was given solely in lecture format. DICOM viewing software is an excellent tool for enabling students to learn radiologic anatomy from real-life clinical datasets. Interactive exercises performed in groups can be powerful tools for stimulating students to learn radiologic anatomy.

Agent-Based Learning Environments as a Research Tool for Investigating Teaching and Learning.

ERIC Educational Resources Information Center

Baylor, Amy L.

2002-01-01

Discusses intelligent learning environments for computer-based learning, such as agent-based learning environments, and their advantages over human-based instruction. Considers the effects of multiple agents; agents and research design; the use of Multiple Intelligent Mentors Instructing Collaboratively (MIMIC) for instructional design for…

Computer program development and user's manual for program PARACH. [to investigate parachute spent solid rocket booster during terminal descent

NASA Technical Reports Server (NTRS)

Murphree, H. I.

1979-01-01

A user's manual is provided for program PARACH, a FORTRAN digital computer program operational on the Univac 1108. A description of the program and operating instructions for it are included. Program PARACH is used to study the interaction dynamics of a parachute and its payload during terminal descent. Operating instructions, required input data, program options and limitations, and output data are described. Subroutines used in this program are also listed and explained.

Implications for Intelligent Tutoring Systems for Research and Practice in Foreign Language Learning, NFLC Occasional Papers.

ERIC Educational Resources Information Center

Ginsberg, Ralph B.

Most of the now commonplace computer-assisted instruction (CAI) uses computers to increase the capacity to perform logical, numerical, and symbolic computations. However, computers are an interactive and potentially intelligent medium. The implications of artificial intelligence (AI) for learning are more radical than those for traditional CAI. AI…

Effects of Computer Applications on Elementary School Students' Achievement: A Meta-Analysis of Students in Taiwan

ERIC Educational Resources Information Center

Liao, Yuen-kuang Cliff; Chang, Huei-wen; Chen, Yu-wen

2008-01-01

A meta-analysis was performed to synthesize existing research comparing the effects of computer applications (i.e., computer-assisted instruction, computer simulations, and Web-based learning) versus traditional instruction on elementary school students' achievement in Taiwan. Forty-eight studies were located from four sources, and their…

MEDLEARN: a computer-assisted instruction (CAI) program for MEDLARS.

PubMed Central

Eisenberg, L J; Standing, R A; Tidball, C S; Leiter, J

1978-01-01

*MEDLEARN*, a second-generation computer-assisted instruction (CAI) program available (nationally) since October 1976, provides on-line training for MEDLINE, one of the National Library of Medicine's (NLM) Medical Literature Analysis and Retrieval System (MEDLARS) data base. *MEDLEARN* was developed as a joint effort between NLM and The George Washington University Medical Center. Using MEDLINE formats throughout, *MEDLEARN* combines tutorial dialogue, drill and practice, testing, and simulation. The program was designed in three tracks oriented to basic methods, advanced techniques, and new developments. Each topic is presented on two levels, permitting an alternate explanation for users encountering difficulty. *MEDLEARN*, coded in the computer language PILOT, was developed with a modular structure which promotes ease of writing and revision. A versatile control structure maximizes student control. Frequent interactions check immediate recall, general comprehension, and integration of knowledge. Two MEDLINE simulations are included, providing the student an opportunity to formulate and execute a search, have it evaluated, and then perform the search in MEDLINE. Commenting, news broadcasting, and monitoring (with permission only) capabilities are also available. Subjective field appraisals have been positive and NLM plans to expand *MEDLEARN* and produce similar programs for other data bases. PMID:342015

Construction of Multi-Mode Affective Learning System: Taking Affective Design as an Example

ERIC Educational Resources Information Center

Lin, Hao-Chiang Koong; Su, Sheng-Hsiung; Chao, Ching-Ju; Hsieh, Cheng-Yen; Tsai, Shang-Chin

2016-01-01

This study aims to design a non-simultaneous distance instruction system with affective computing, which integrates interactive agent technology with the curricular instruction of affective design. The research subjects were 78 students, and prototype assessment and final assessment were adopted to assess the interface and usability of the system.…

Addressing Student Misconceptions Concerning Electron Flow in Aqueous Solutions with Instruction Including Computer Animations and Conceptual Change Strategies.

ERIC Educational Resources Information Center

Sanger, Michael J.; Greenbowe, Thomas J.

2000-01-01

Investigates the effects of both computer animations of microscopic chemical processes occurring in a galvanic cell and conceptual-change instruction based on chemical demonstrations on students' conceptions of current flow in electrolyte solutions. Finds that conceptual change instruction was effective at dispelling student misconceptions but…

Personality Characteristics and Performance on Computer Assisted Instruction and Programmed Text.

ERIC Educational Resources Information Center

Blitz, Allan N.; Smith, Timothy

An empirical study investigated whether personality characteristics have a bearing on an individual's success with particular modes of instruction, in this case, computer-assisted instruction (CAI) and the programed text (PT). The study was developed in an attempt to establish useful criteria on which to base a rationale for choosing suitable…

Computer-Animated Instruction and Students' Conceptual Change in Electrochemistry: Preliminary Qualitative Analysis

ERIC Educational Resources Information Center

Talib, Othman; Matthews, Robert; Secombe, Margaret

2005-01-01

This paper discusses the potential of applying computer-animated instruction (CAnI) as an effective conceptual change strategy in teaching electrochemistry in comparison to conventional lecture-based instruction (CLI). The core assumption in this study is that conceptual change in learners is an active, constructive process that is enhanced by the…

Enhancing Competence and Autonomy in Computer-Based Instruction Using a Skill-Challenge Balancing Strategy

ERIC Educational Resources Information Center

Kim, Jieun; Ryu, Hokyoung; Katuk, Norliza; Wang, Ruili; Choi, Gyunghyun

2014-01-01

The present study aims to show if a skill-challenge balancing (SCB) instruction strategy can assist learners to motivationally engage in computer-based learning. Csikszentmihalyi's flow theory (self-control, curiosity, focus of attention, and intrinsic interest) was applied to an account of the optimal learning experience in SCB-based learning…

THE EFFECTS OF COMPUTER-BASED FIRE SAFETY TRAINING ON THE KNOWLEDGE, ATTITUDES, AND PRACTICES OF CAREGIVERS

PubMed Central

Harrington, Susan S.; Walker, Bonnie L.

2010-01-01

Background Older adults in small residential board and care facilities are at a particularly high risk of fire death and injury because of their characteristics and environment. Methods The authors investigated computer-based instruction as a way to teach fire emergency planning to owners, operators, and staff of small residential board and care facilities. Participants (N = 59) were randomly assigned to a treatment or control group. Results Study participants who completed the training significantly improved their scores from pre- to posttest when compared to a control group. Participants indicated on the course evaluation that the computers were easy to use for training (97%) and that they would like to use computers for future training courses (97%). Conclusions This study demonstrates the potential for using interactive computer-based training as a viable alternative to instructor-led training to meet the fire safety training needs of owners, operators, and staff of small board and care facilities for the elderly. PMID:19263929

Feasibility of Computer Processing of Technical Information on the Design of Instructional Systems. Final Report for the Period 1 July 1972 through 31 March 1973.

ERIC Educational Resources Information Center

Scheffler, F. L.; And Others

A feasibility study examined the capability of a computer-based system's handling of technical information pertinent to the design of instructional systems. Structured interviews were held to assess the information needs of both researchers and practitioners and an investigation was conducted of 10 computer-based information storage and retrieval…

A Research Study of Computer-Based Tutoring of Mathematical and Scientific Knowledge. Final Technical Report.

ERIC Educational Resources Information Center

Goldstein, Ira

Computer coaching of students as an aid in problem-solving instruction is discussed. This report describes an advanced form of computer-assisted instruction that must not only present the material to be taught, but also analyze the student's responses. The program must decide whether to intervene and how much to say to a pupil based on its…

Human factors in the Naval Air Systems Command: Computer based training

DOE Office of Scientific and Technical Information (OSTI.GOV)

Seamster, T.L.; Snyder, C.E.; Terranova, M.

1988-01-01

Military standards applied to the private sector contracts have a substantial effect on the quality of Computer Based Training (CBT) systems procured for the Naval Air Systems Command. This study evaluated standards regulating the following areas in CBT development and procurement: interactive training systems, cognitive task analysis, and CBT hardware. The objective was to develop some high-level recommendations for evolving standards that will govern the next generation of CBT systems. One of the key recommendations is that there be an integration of the instructional systems development, the human factors engineering, and the software development standards. Recommendations were also made formore » task analysis and CBT hardware standards. (9 refs., 3 figs.)« less

The Implementation of Blended Learning Using Android-Based Tutorial Video in Computer Programming Course II

NASA Astrophysics Data System (ADS)

Huda, C.; Hudha, M. N.; Ain, N.; Nandiyanto, A. B. D.; Abdullah, A. G.; Widiaty, I.

2018-01-01

Computer programming course is theoretical. Sufficient practice is necessary to facilitate conceptual understanding and encouraging creativity in designing computer programs/animation. The development of tutorial video in an Android-based blended learning is needed for students’ guide. Using Android-based instructional material, students can independently learn anywhere and anytime. The tutorial video can facilitate students’ understanding about concepts, materials, and procedures of programming/animation making in detail. This study employed a Research and Development method adapting Thiagarajan’s 4D model. The developed Android-based instructional material and tutorial video were validated by experts in instructional media and experts in physics education. The expert validation results showed that the Android-based material was comprehensive and very feasible. The tutorial video was deemed feasible as it received average score of 92.9%. It was also revealed that students’ conceptual understanding, skills, and creativity in designing computer program/animation improved significantly.

A Comparison of Video Modeling, Text-Based Instruction, and No Instruction for Creating Multiple Baseline Graphs in Microsoft Excel

ERIC Educational Resources Information Center

Tyner, Bryan C.; Fienup, Daniel M.

2015-01-01

Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance.…

Motivation in computer-assisted instruction.

PubMed

Hu, Amanda; Shewokis, Patricia A; Ting, Kimberly; Fung, Kevin

2016-08-01

Computer-aided instruction (CAI) is defined as instruction in which computers play a central role as the means of information delivery and direct interaction with learners. Computer-aided instruction has become mainstream in medical school curricula. For example, a three-dimensional (3D) computer module of the larynx has been created to teach laryngeal anatomy. Although the novelty and educational potential of CAI has garnered much attention, these new technologies have been plagued with low utilization rates. Several experts attribute this problem to lack of motivation in students. Motivation is defined as the desire and action toward goal-oriented behavior. Psychologist Dr. John Keller developed the ARCS theory of motivational learning, which proposed four components: attention (A), relevance (R), concentration (C), and satisfaction (S). Keller believed that motivation is not only an innate characteristic of the pupil; it can also be influenced by external factors, such as the instructional design of the curriculum. Thus, understanding motivation is an important step to designing CAI appropriately. Keller also developed a 36-item validated instrument called the Instructional Materials Motivation Survey (IMMS) to measure motivation. The objective of this study was to study motivation in CAI. Medical students learning anatomy with the 3D computer module will have higher laryngeal anatomy test scores and higher IMMS motivation scores. Higher anatomy test scores will be positively associated with higher IMMS scores. Prospective, randomized, controlled trial. After obtaining institutional review board approval, 100 medical students (mean age 25.5 ± 2.5, 49% male) were randomized to either the 3D computer module (n = 49) or written text (n = 51). Information content was identical in both arms. Students were given 30 minutes to study laryngeal anatomy and then completed the laryngeal anatomy test and IMMS. Students were categorized as either junior (year 1 and 2) or senior (year 3 and 4). There were no significant differences in anatomy scores based on educational modality. There was significant interaction of educational modality by year [F(1,96) = 4.12, P = 0.045, ω(2)  = 0.031]. For the total score, there was a significant effect of year [F(1,96) = 22.28, P < 0.001, ω(2)  = 0.178], with seniors (15.4 ± 2.6) scoring significantly higher than juniors (12.8 ± 3.1). For the motivational score, the total IMMS score had two significant effects. With educational modality [F(1,96) = 5.18, P = 0.025, ω(2)  = 0.041], the 3D group (12.4 ± 2.8) scored significantly higher than the written text group (11.7 ± 3.2). With year [F(1,96) = 25.31, P < 0.001, ω(2)  = 0.198], seniors (13.4 ± 3.0) scored significantly higher than juniors (10.8 ± 2.5). Pearson's correlation showed positive associations (r = 0.22-0.91) between anatomy scores and IMMS motivation scores (P < 0.05). Computer-aided instruction conferred no measurable educational benefit over traditional written text in medical students; however, CAI was associated with higher motivational levels. Computer-aided instruction was found to have a greater positive impact on senior medical students with higher anatomy and motivational scores. Higher anatomy scores were positively associated with higher motivational scores. Computer-aided instruction may be better targeted toward senior students. N/A. Laryngoscope, 126:S5-S13, 2016. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

The WRITEACOURSE Language: Programming Manual. Revised Edition.

ERIC Educational Resources Information Center

Zosel, Mary; And Others

WRITEACOURSE is a programing language for man-computer interactions. It was originally designed for writing computer assisted instruction courses, but it can also be used to control a remote terminal in a variety of applications which involve display and editing of characters. It is not suited for applications which use the computer as an…

Effects of Instructional Design with Mental Model Analysis on Learning.

ERIC Educational Resources Information Center

Hong, Eunsook

This paper presents a model for systematic instructional design that includes mental model analysis together with the procedures used in developing computer-based instructional materials in the area of statistical hypothesis testing. The instructional design model is based on the premise that the objective for learning is to achieve expert-like…

A Computer-Based System Integrating Instruction and Information Retrieval: A Description of Some Methodological Considerations.

ERIC Educational Resources Information Center

Selig, Judith A.; And Others

This report, summarizing the activities of the Vision Information Center (VIC) in the field of computer-assisted instruction from December, 1966 to August, 1967, describes the methodology used to load a large body of information--a programed text on basic opthalmology--onto a computer for subsequent information retrieval and computer-assisted…

Computer Applications in Instruction: A Teacher's Guide to Selection and Use.

ERIC Educational Resources Information Center

Edwards, Judith B.; And Others

Intended for upper elementary and secondary teachers in all subject areas, this guide provides practical advice on determining the appropriate application of computer technology and on the selection of specific, subject-related computer-based instruction units. Under the heading of hardware and software, topics discussed include communicating with…

The Use of Audio in Computer-Based Instruction.

ERIC Educational Resources Information Center

Koroghlanian, Carol M.; Sullivan, Howard J.

This study investigated the effects of audio and text density on the achievement, time-in-program, and attitudes of 134 undergraduates. Data concerning the subjects' preexisting computer skills and experience, as well as demographic information, were also collected. The instruction in visual design principles was delivered by computer and included…

Application of Adaptive Decision Aiding Systems to Computer-Assisted Instruction. Final Report, January-December 1974.

ERIC Educational Resources Information Center

May, Donald M.; And Others

The minicomputer-based Computerized Diagnostic and Decision Training (CDDT) system described combines the principles of artificial intelligence, decision theory, and adaptive computer assisted instruction for training in electronic troubleshooting. The system incorporates an adaptive computer program which learns the student's diagnostic and…

The Effects of Different Feedback Strategies Using Computer-Administered Multiple-Choice Questions as Instruction.

ERIC Educational Resources Information Center

Clariana, Roy B.; And Others

The present study investigated the effects of using different forms of material with 100 eleventh grade students enrolled in a 5-week CBI (computer based instruction) summer enrichment program in Memphis, Tennessee. The basic design consisted of two conditions of instructional support (text and questions vs. questions only), two testings…

A Survey of Exemplar Teachers' Perceptions, Use, and Access of Computer-Based Games and Technology for Classroom Instruction

ERIC Educational Resources Information Center

Proctor, Michael D.; Marks, Yaela

2013-01-01

This research reports and analyzes for archival purposes surveyed perceptions, use, and access by 259 United States based exemplar Primary and Secondary educators of computer-based games and technology for classroom instruction. Participating respondents were considered exemplary as they each won the Milken Educator Award during the 1996-2009…

Teacher Conceptions and Approaches Associated with an Immersive Instructional Implementation of Computer-Based Models and Assessment in a Secondary Chemistry Classroom

ERIC Educational Resources Information Center

Waight, Noemi; Liu, Xiufeng; Gregorius, Roberto Ma.; Smith, Erica; Park, Mihwa

2014-01-01

This paper reports on a case study of an immersive and integrated multi-instructional approach (namely computer-based model introduction and connection with content; facilitation of individual student exploration guided by exploratory worksheet; use of associated differentiated labs and use of model-based assessments) in the implementation of…

Computer-Based Learning: Interleaving Whole and Sectional Representation of Neuroanatomy

ERIC Educational Resources Information Center

Pani, John R.; Chariker, Julia H.; Naaz, Farah

2013-01-01

The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer-based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously…

A Four-Stage Model for Planning Computer-Based Instruction.

ERIC Educational Resources Information Center

Morrison, Gary R.; Ross, Steven M.

1988-01-01

Describes a flexible planning process for developing computer based instruction (CBI) in which the CBI design is implemented on paper between the lesson design and the program production. A four-stage model is explained, including (1) an initial flowchart, (2) storyboards, (3) a detailed flowchart, and (4) an evaluation. (16 references)…

Use of Humorous Visuals To Enhance Computer-Based-Instruction.

ERIC Educational Resources Information Center

Snetsinger, Wendy; Grabowski, Barbara

It was hypothesized that a visual strategy that incorporates a humorous theme and cartoons with humorous comments relevant to the content helps motivate students to focus on and retain computer-based instructional material. An experiment to assess this hypothesis was undertaken with 43 college students who received a humorous presentation on…

A Self-Instructional Approach To the Teaching of Enzymology Involving Computer-Based Sequence Analysis and Molecular Modelling.

ERIC Educational Resources Information Center

Attwood, Paul V.

1997-01-01

Describes a self-instructional assignment approach to the teaching of advanced enzymology. Presents an assignment that offers a means of teaching enzymology to students that exposes them to modern computer-based techniques of analyzing protein structure and relates structure to enzyme function. (JRH)

Using Intelligent Tutoring Design Principles To Integrate Cognitive Theory into Computer-Based Instruction.

ERIC Educational Resources Information Center

Orey, Michael A.; Nelson, Wayne A.

Arguing that the evolution of intelligent tutoring systems better reflects the recent theoretical developments of cognitive science than traditional computer-based instruction (CBI), this paper describes a general model for an intelligent tutoring system and suggests ways to improve CBI using design principles derived from research in cognitive…

Effects of Computer-Based Instruction on Student Learning of Psychophysiological Detection of Deception Test Question Formulation.

ERIC Educational Resources Information Center

Janniro, Michael J.

1993-01-01

Describes a study conducted by the Department of Defense Polygraph Institute for their forensic science curriculum that investigated the effects of computer-based instruction on student learning of psychophysiological detection of deception test question formulation. Treatment of the experimental and control group is explained and posttest scores…

Current Trends in Computer-Based Language Instruction.

ERIC Educational Resources Information Center

Hart, Robert S.

1987-01-01

A discussion of computer-based language instruction examines the quality of materials currently in use and looks at developments in the field. It is found that language courseware is generally weak in the areas of error analysis and feedback, communicative realism, and convenience of lesson authoring. A review of research under way to improve…

A comparison of video modeling, text-based instruction, and no instruction for creating multiple baseline graphs in Microsoft Excel.

PubMed

Tyner, Bryan C; Fienup, Daniel M

2015-09-01

Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance. Participants who used VM constructed graphs significantly faster and with fewer errors than those who used text-based instruction or no instruction. Implications for instruction are discussed. © Society for the Experimental Analysis of Behavior.

A Procedure to Create a Pedagogic Conversational Agent in Secondary Physics and Chemistry Education

ERIC Educational Resources Information Center

Pérez-Marín, Diana; Boza, Antonio

2013-01-01

Pedagogic Conversational Agents are computer applications that can interact with students in natural language. They have been used with satisfactory results on the instruction of several domains. The authors believe that they could also be useful for the instruction of Secondary Physics and Chemistry Education. Therefore, in this paper, the…

Preferred Learning Style and Educational Technology: Linear vs. Interactive Video.

ERIC Educational Resources Information Center

Yoder, Marianne E.

1994-01-01

A study found that learners with reflective-observing learning styles (n=16) tend to learn better with linear video, and those with active experimenting learning styles (n=42) tend to achieve greater learning with computer-assisted interactive video instruction. (JOW)

Planning, Using the New Technology in Classrooms.

ERIC Educational Resources Information Center

Barker, Bruce O.

1990-01-01

"Technology talk" among progressive administrators includes more than just computers and VCRs. New telecommunications developments (in satellites, fiber optics, electronic bulletin boards, electronic mail, and two-way interactive instructional delivery) are "hot topics" that both principals and teachers must learn about. Peer interactions and…

VIBRA: An interactive computer program for steady-state vibration response analysis of linear damped structures

NASA Technical Reports Server (NTRS)

Bowman, L. M.

1984-01-01

An interactive steady state frequency response computer program with graphics is documented. Single or multiple forces may be applied to the structure using a modal superposition approach to calculate response. The method can be reapplied to linear, proportionally damped structures in which the damping may be viscous or structural. The theoretical approach and program organization are described. Example problems, user instructions, and a sample interactive session are given to demonstate the program's capability in solving a variety of problems.

Online learning: the potential for occupational therapy education.

PubMed

Hollis, Vivien; Madill, Helen

2006-01-01

Online learning continues to have a significant impact on higher education. Increasingly students seek a combination of online learning and face-to-face instruction at undergraduate and graduate levels and occupational therapists ask for online continuing professional development opportunities. However, occupational therapy educators have been slow to adopt web-based instructional technology. This paper presents background information on the use of web-based learning in the general sphere of higher education and outlines the current range of usage in occupational therapy education. Research findings are presented to stimulate discussion regarding online learning and occupational therapy professional socialisation, student satisfaction and outcomes. There is a fine line between full and partial online course delivery, so research on technology-enhanced campus-based delivery is also included in the review. Evidence suggests that blending combinations of technologies with computer mediated learning enhances interaction and could address the higher order learning needs of professional programmes such as occupational therapy.

The role of visualization in learning from computer-based images

NASA Astrophysics Data System (ADS)

Piburn, Michael D.; Reynolds, Stephen J.; McAuliffe, Carla; Leedy, Debra E.; Birk, James P.; Johnson, Julia K.

2005-05-01

Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and experimental sections were administered measures of spatial orientation and visualization, as well as a content-based geospatial examination. All subjects improved significantly in their scores on spatial visualization and the geospatial examination. There was no change in their scores on spatial orientation. A three-way analysis of variance, with the geospatial examination as the dependent variable, revealed significant main effects favoring the experimental group and a significant interaction between treatment and gender. These results demonstrate that spatial ability can be improved through instruction, that learning of geological content will improve as a result, and that differences in performance between the genders can be eliminated.

New Styles, New Technologies, New Possibilities in Jazz.

ERIC Educational Resources Information Center

Kuzmich, John, Jr.

1989-01-01

Focuses on the growth of jazz-related ensembles and jazz education. Covers trends that parallel technological developments including electronic keyboards, Musical Instrument Digital Interface (MIDI) systems, the computer, computer assisted instruction, interactive video, and the compact disc. Urges teachers to update their knowledge and experience…

Evaluation of Computer-aided Strategies for Teaching Medical Students Prenatal Ultrasound Diagnostic Skills.

PubMed

Amesse, Lawrence S; Callendar, Ealena; Pfaff-Amesse, Teresa; Duke, Janice; Herbert, William N P

2008-09-24

To evaluate whether computer-based learning (CBL) improves newly acquired knowledge and is an effective strategy for teaching prenatal ultrasound diagnostic skills to third-year medical students when compared with instruction by traditional paper-based methods (PBM). We conducted a randomized, prospective study involving volunteer junior (3(rd) year) medical students consecutively rotating through the Obstetrics and Gynecology clerkship during six months of the 2005-2006 academic year. The students were randomly assigned to permuted blocks and divided into two groups. Half of the participants received instruction in prenatal ultrasound diagnostics using an interactive CBL program; the other half received instruction using equivalent material by the traditional PBM. Outcomes were evaluated by comparing changes in pre-tutorial and post instruction examination scores. All 36 potential participants (100%) completed the study curriculum. Students were divided equally between the CBL (n = 18) and PBM (n = 18) groups. Pre-tutorial exam scores (mean+/-s.d.) were 44%+/-11.1% for the CBL group and 44%+/-10.8% for the PBL cohort, indicating no statistically significant differences (p>0.05) between the two groups. After instruction, post-tutorial exam scores (mean+/-s.d.) were increased from the pre-tutorial scores, 74%+/-11% and 67%+/-12%, for students in the CBL and the PBM groups, respectively. The improvement in post-tutorial exam scores from the pre-test scores was considered significant (p<0.05). When post-test scores for the tutorial groups were compared, the CBL subjects achieved a score that was, on average, 7 percentage points higher than their PBM counterparts, a statistically significant difference (p < 0.05). Instruction by either CBL or PBM strategies is associated with improvements in newly acquired knowledge as reflected by increased post-tutorial examination scores. Students that received CBL had significantlyhigher post-tutorial exam scores than those in the PBM group, indicating that CBL is an effective instruction strategy in this setting.

Improving learning with science and social studies text using computer-based concept maps for students with disabilities.

PubMed

Ciullo, Stephen; Falcomata, Terry S; Pfannenstiel, Kathleen; Billingsley, Glenna

2015-01-01

Concept maps have been used to help students with learning disabilities (LD) improve literacy skills and content learning, predominantly in secondary school. However, despite increased access to classroom technology, no previous studies have examined the efficacy of computer-based concept maps to improve learning from informational text for students with LD in elementary school. In this study, we used a concurrent delayed multiple probe design to evaluate the interactive use of computer-based concept maps on content acquisition with science and social studies texts for Hispanic students with LD in Grades 4 and 5. Findings from this study suggest that students improved content knowledge during intervention relative to a traditional instruction baseline condition. Learning outcomes and social validity information are considered to inform recommendations for future research and the feasibility of classroom implementation. © The Author(s) 2014.

Videodisc/Microcomputer Technology in Wildland Fire Behavior Training

Treesearch

M. J. Jenkins; K.Y. Matsumoto-Grah

1987-01-01

Interactive video is a powerful medium, bringing together the emotional impact of video and film and the interactive capabilities of the computer. Interactive videodisc instruction can be used as a tutorial, for drill and practice and in simulations, as well as for information storage. Videodisc technology is being used in industrial, military and medical applications...

TAIGA: Twente Advanced Interactive Graphic Authoring System. A New Concept in Computer Assisted Learning (CAL) and Educational Research. Doc 88-18.

ERIC Educational Resources Information Center

Pilot, A.

TAIGA (Twente Advanced Interactive Graphic Authoring system) is a system which can be used to develop instructional software. It is written in MS-PASCAL, and runs on computers that support MS-DOS. Designed to support the production of structured software, TAIGA has a hierarchical structure of three layers, each with a specific function, and each…

Cognitive Style Factors and Learning from Micro-Computer Based and Programmed Instructional Materials: A Preliminary Analysis.

ERIC Educational Resources Information Center

Canelos, James; And Others

This study examined the effects of two cognitive styles--field dependents-independents and reflectivity-impulsivity--on learning from microcomputer-based instruction. In the first of three experimental designs, a programmed instruction text on the human heart was used which contained both visual and verbal information in an instructional display,…

Students' inductive reasoning skills and the relevance of prior knowledge: an exploratory study with a computer-based training course on the topic of acne vulgaris.

PubMed

Horn-Ritzinger, Sabine; Bernhardt, Johannes; Horn, Michael; Smolle, Josef

2011-04-01

The importance of inductive instruction in medical education is increasingly growing. Little is known about the relevance of prior knowledge regarding students' inductive reasoning abilities. The purpose is to evaluate this inductive teaching method as a means of fostering higher levels of learning and to explore how individual differences in prior knowledge (high [HPK] vs. low [LPK]) contribute to students' inductive reasoning skills. Twenty-six LPK and 18 HPK students could train twice with an interactive computer-based training object to discover the underlying concept before doing the final comprehension check. Students had a median of 76.9% of correct answers in the first, 90.9% in the second training, and answered 92% of the final assessment questions correctly. More important, 86% of all students succeeded with inductive learning, among them 83% of the HPK students and 89% of the LPK students. Prior knowledge did not predict performance on overall comprehension. This inductive instructional strategy fostered students' deep approaches to learning in a time-effective way.

The Effects of Gender on the Attitudes towards the Computer Assisted Instruction: A Meta-Analysis

ERIC Educational Resources Information Center

Cam, Sefika Sumeyye; Yarar, Gokhan; Toraman, Cetin; Erdamar, Gurcu Koc

2016-01-01

The idea that gender factor creates a difference on computer usage and computer-assisted instruction is based upon previous years. At that time, it was thought that some areas like engineering, science and mathematics were for males so it created a difference on the computer usage. Nevertheless, developing technology and females becoming more…

Toward a Computational Model of Tutoring.

ERIC Educational Resources Information Center

Woolf, Beverly Park

1992-01-01

Discusses the integration of instructional science and computer science. Topics addressed include motivation for building knowledge-based systems; instructional design issues, including cognitive models, representing student intentions, and student models and error diagnosis; representing tutoring knowledge; building a tutoring system, including…

What Cognitive Science May Learn from Instructional Design: A Case Study in Introductory Computer Programming.

ERIC Educational Resources Information Center

van Merrienboer, Jeroen J. G.

The contributions of instructional design to cognitive science are discussed. It is argued that both sciences have their own object of study, but share a common interest in human cognition and performance as part of instructional systems. From a case study based on experience in teaching introductory computer programming, it is concluded that both…

An Application of a Computer Instructional Management Package.

ERIC Educational Resources Information Center

Sullivan, David W.

Following the presentation of a conceptual framework for computer-based education (CBE), this paper examines the use of one aspect of CBE, computer-managed instruction (CMI), in a Major Appliance Serving Program. The paper begins with definitions and a graphic illustration of CBE and its components and uses, i.e., CMI, tutorial or…

Teaching and Learning with Computers! A Method for American Indian Bilingual Classrooms.

ERIC Educational Resources Information Center

Bennett, Ruth

Computer instruction can offer particular benefits to the Indian child. Computer use emphasizes the visual facets of learning, teaches language based skills needed for higher education and careers, and provides types of instruction proven effective with Indian children, such as private self-testing and cooperative learning. The Hupa, Yurok, Karuk,…

To Compare the Effects of Computer Based Learning and the Laboratory Based Learning on Students' Achievement Regarding Electric Circuits

ERIC Educational Resources Information Center

Bayrak, Bekir; Kanli, Uygar; Kandil Ingeç, Sebnem

2007-01-01

In this study, the research problem was: "Is the computer based physics instruction as effective as laboratory intensive physics instruction with regards to academic success on electric circuits 9th grade students?" For this research of experimental quality the design of pre-test and post-test are applied with an experiment and a control…

An Interactive Multimedia Software Program for Exploring Electrochemical Cells.

ERIC Educational Resources Information Center

Greenbowe, Thomas J.

1994-01-01

Describes computer-animated sequences and interactive multimedia instructional programs for use in introductory chemistry which allow students to explore electrochemical cells. The workbench section enables students to manipulate the experimental apparatus, chemicals, and instruments in order to design and build an experiment. The interactive…

The Goal Specificity Effect on Strategy Use and Instructional Efficiency during Computer-Based Scientific Discovery Learning

ERIC Educational Resources Information Center

Kunsting, Josef; Wirth, Joachim; Paas, Fred

2011-01-01

Using a computer-based scientific discovery learning environment on buoyancy in fluids we investigated the "effects of goal specificity" (nonspecific goals vs. specific goals) for two goal types (problem solving goals vs. learning goals) on "strategy use" and "instructional efficiency". Our empirical findings close an important research gap,…

The Development of an Individualized Instructional Program in Beginning College Mathematics Utilizing Computer Based Resource Units. Final Report.

ERIC Educational Resources Information Center

Rockhill, Theron D.

Reported is an attempt to develop and evaluate an individualized instructional program in pre-calculus college mathematics. Four computer based resource units were developed in the areas of set theory, relations and function, algebra, trigonometry, and analytic geometry. Objectives were determined by experienced calculus teachers, and…

SOCRATES, a Computer-Based Instructional System in Theory and Research. Technical Report.

ERIC Educational Resources Information Center

Stolurow, Lawrence M.

The paper describes a cybernetic computer-based instructional system, SOCRATES, the teaching model which led to its development, and some of the research accomplished with it. The acronym, SOCRATES, is System for Organizing Content to Review and Teach Educational Subject. It consists of a group of student input-output (I/O) stations wired to a…

Distance Learning: A Way of Life-Long Learning

DTIC Science & Technology

2005-09-01

promise of future benefits. 15. SUBJECT TERMS training, educational technology , distributed learning , distance learning , collaboration, online instruction...knowledge." - Aristotle Introduction Modern learning technology assumes various names: distance learning , distributed training, computer-based...training, web-based learning , or advanced distributed learning . No matter the name, the basic concept is using computer technology for instruction with no

Effects of Multidimensional Concept Maps on Fourth Graders' Learning in Web-Based Computer Course

ERIC Educational Resources Information Center

Huang, Hwa-Shan; Chiou, Chei-Chang; Chiang, Heien-Kun; Lai, Sung-Hsi; Huang, Chiun-Yen; Chou, Yin-Yu

2012-01-01

This study explores the effect of multidimensional concept mapping instruction on students' learning performance in a web-based computer course. The subjects consisted of 103 fourth graders from an elementary school in central Taiwan. They were divided into three groups: multidimensional concept map (MCM) instruction group, Novak concept map (NCM)…

The Effectiveness of Computer-Based EFL Instruction among Primary School Students in Israel

ERIC Educational Resources Information Center

Shamir, Haya; Johnson, Erin Phinney

2012-01-01

This paper presents an effectiveness study of a computer-based English reading program, the Waterford Early Reading Program (WERP), among first and second grade students in Israel. Students who used the program were compared to a control group only receiving English as a foreign language (EFL) instruction as part of the school curriculum. First…

[Computer-assisted multimedia interactive learning program "Primary Open-Angle Glaucoma"].

PubMed

Dick, V B; Zenz, H; Eisenmann, D; Tekaat, C J; Wagner, R; Jacobi, K W

1996-05-01

Advances in the area of information technology have opened up new possibilities for the use of interactive media in the training of medical students. Classical instructional technologies, such as video, slides, audio cassettes and computer programs with a textbook orientation, have been merged into one multimedia computer system. The medical profession has been increasingly integrating computer-based applications which can be used, for example, for record keeping within a medical practice. The goal of this development is to provide access to all modes of information storage and retrieval as well as documentation and training systems within a specific context. Since the beginning of the winter semester 1995, the Department of Ophthalmology in Giessen has used the learning program "Primary Open Angle Glaucoma" in student instruction. One factor that contributed to the implementation of this project was that actual training using patients within the clinic is difficult to conduct. Media-supported training that can provide a simulation of actual practice offers a suitable substitute. The learning program has been installed on Power PCs (Apple MacIntosh), which make up the technical foundation of our system. The program was developed using Hypercard software, which provides userfriendly graphical work environment. This controls the input and retrieval of data, direct editing of documents, immediate simulation, the creation of on-screen documents and the integration of slides that have been scanned in as well as QuickTime films. All of this can be accomplished without any special knowledge of programming language or operating systems on the part of the user. The glaucoma learning program is structured along the lines of anatomy, including an explanation of the circulation of the aqueous humor, pathology, clinical symptoms and findings, diagnosis and treatment. This structure along with the possibility for creating a list of personal files for the user with a collection of illustrations and text allows for quick access to learning content. The program is designed in such a way that working with and through it is done in a manner conducive to learning. Student response to the learning program as an accompaniment to instruction has been positive. Independent, supplemental student learning by means of an interactive learning program has raised the quality of study within the sciences. The use of a pedagogically sound multimedia program, that is oriented toward problem solving and based on actual cases offers students the opportunity to actively work ophthalmological material. An additional benefit is the development of competence in working with computer-support information systems, something that is playing an ever-increasing role within the medical profession.

Development of a Traditional/Computer-aided Graphics Course for Engineering Technology.

ERIC Educational Resources Information Center

Anand, Vera B.

1985-01-01

Describes a two-semester-hour freshman course in engineering graphics which uses both traditional and computerized instruction. Includes course description, computer graphics topics, and recommendations. Indicates that combining interactive graphics software with development of simple programs gave students a better foundation for upper-division…

Interactive Learning with Java Applets: Using Interactive, Web-Based Java Applets to Present Science in a Concrete, Meaningful Manner

ERIC Educational Resources Information Center

Corder, Greg

2005-01-01

Science teachers face challenges that affect the quality of instruction. Tight budgets, limited resources, school schedules, and other obstacles limit students' opportunities to experience science that is visual and interactive. Incorporating web-based Java applets into science instruction offers a practical solution to these challenges. The…

Is Internet search better than structured instruction for web-based health education?

PubMed

Finkelstein, Joseph; Bedra, McKenzie

2013-01-01

Internet provides access to vast amounts of comprehensive information regarding any health-related subject. Patients increasingly use this information for health education using a search engine to identify education materials. An alternative approach of health education via Internet is based on utilizing a verified web site which provides structured interactive education guided by adult learning theories. Comparison of these two approaches in older patients was not performed systematically. The aim of this study was to compare the efficacy of a web-based computer-assisted education (CO-ED) system versus searching the Internet for learning about hypertension. Sixty hypertensive older adults (age 45+) were randomized into control or intervention groups. The control patients spent 30 to 40 minutes searching the Internet using a search engine for information about hypertension. The intervention patients spent 30 to 40 minutes using the CO-ED system, which provided computer-assisted instruction about major hypertension topics. Analysis of pre- and post- knowledge scores indicated a significant improvement among CO-ED users (14.6%) as opposed to Internet users (2%). Additionally, patients using the CO-ED program rated their learning experience more positively than those using the Internet.

Measurement of cognitive performance in computer programming concept acquisition: interactive effects of visual metaphors and the cognitive style construct.

PubMed

McKay, E

2000-01-01

An innovative research program was devised to investigate the interactive effect of instructional strategies enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style on the acquisition of programming concepts. The Cognitive Styles Analysis (CSA) program (Riding,1991) was used to establish the participants' cognitive style. The QUEST Interactive Test Analysis System (Adams and Khoo,1996) provided the cognitive performance measuring tool, which ensured an absence of error measurement in the programming knowledge testing instruments. Therefore, reliability of the instrumentation was assured through the calibration techniques utilized by the QUEST estimate; providing predictability of the research design. A means analysis of the QUEST data, using the Cohen (1977) approach to size effect and statistical power further quantified the significance of the findings. The experimental methodology adopted for this research links the disciplines of instructional science, cognitive psychology, and objective measurement to provide reliable mechanisms for beneficial use in the evaluation of cognitive performance by the education, training and development sectors. Furthermore, the research outcomes will be of interest to educators, cognitive psychologists, communications engineers, and computer scientists specializing in computer-human interactions.

The effectiveness of an interactive computer program versus traditional lecture in athletic training education.

PubMed

Wiksten, D L; Patterson, P; Antonio, K; De La Cruz, D; Buxton, B P

1998-07-01

To evaluate the effectiveness of an interactive athletic training educational curriculum (IATEC) computer program as compared with traditional lecture instruction. Instructions on assessment of the quadriceps angle (Q-angle) were compared. Dependent measures consisted of cognitive knowledge, practical skill assessment, and attitudes toward the 2 methods of instruction. Sixty-six subjects were selected and then randomly assigned to 3 different groups: traditional lecture, IATEC, and control. The traditional lecture group (n = 22) received a 50-minute lecture/demonstration covering the same instructional content as the Q-angle module of the IATEC program. The IATEC group (n = 20; 2 subjects were dropped from this group due to scheduling conflicts) worked independently for 50 to 65 minutes using the Q-angle module of the IATEC program. The control group (n = 22) received no instruction. Subjects were recruited from an undergraduate athletic training education program and were screened for prior knowledge of the Q-angle. A 9-point multiple choice examination was used to determine cognitive knowledge of the Q-angle. A 12-point yes-no checklist was used to determine whether or not the subjects were able to correctly measure the Q-angle. The Allen Attitude Toward Computer-Assisted Instruction Semantic Differential Survey was used to assess student attitudes toward the 2 methods of instruction. The survey examined overall attitudes, in addition to 3 subscales: comfort, creativity, and function. The survey was scored from 1 to 7, with 7 being the most favorable and 1 being the least favorable. Results of a 1-way ANOVA on cognitive knowledge of the Q-angle revealed that the traditional lecture and IATEC groups performed significantly better than the control group, and the traditional lecture group performed significantly better than the IATEC group. Results of a 1-way ANOVA on practical skill performance revealed that the traditional lecture and IATEC groups performed significantly better than the control group, but there were no significant differences between the traditional lecture and IATEC groups on practical skill performance. Results of a t test indicated significantly more favorable attitudes (P < .05) for the traditional lecture group when compared with the IATEC group for comfort, creativity, and function. Our results suggest that use of the IATEC computer module is an effective means of instruction; however, use of the IATEC program alone may not be sufficient for educating students in cognitive knowledge. Further research is needed to determine the effectiveness of the IATEC computer program as a supplement to traditional lecture instruction in athletic training education.

The Effectiveness of an Interactive Computer Program Versus Traditional Lecture in Athletic Training Education

PubMed Central

Wiksten, Denise Lebsack; Patterson, Patricia; Antonio, Kimberly; De La Cruz, Daniel; Buxton, Barton P.

1998-01-01

Objective: To evaluate the effectiveness of an interactive athletic training educational curriculum (IATEC) computer program as compared with traditional lecture instruction. Instructions on assessment of the quadriceps angle (Q-angle) were compared. Dependent measures consisted of cognitive knowledge, practical skill assessment, and attitudes toward the 2 methods of instruction. Design and Setting: Sixty-six subjects were selected and then randomly assigned to 3 different groups: traditional lecture, IATEC, and control. The traditional lecture group (n = 22) received a 50-minute lecture/demonstration covering the same instructional content as the Q-angle module of the IATEC program. The IATEC group (n = 20; 2 subjects were dropped from this group due to scheduling conflicts) worked independently for 50 to 65 minutes using the Q-angle module of the IATEC program. The control group (n = 22) received no instruction. Subjects: Subjects were recruited from an undergraduate athletic training education program and were screened for prior knowledge of the Q-angle. Measurements: A 9-point multiple choice examination was used to determine cognitive knowledge of the Q-angle. A 12-point yes-no checklist was used to determine whether or not the subjects were able to correctly measure the Q-angle. The Allen Attitude Toward Computer-Assisted Instruction Semantic Differential Survey was used to assess student attitudes toward the 2 methods of instruction. The survey examined overall attitudes, in addition to 3 subscales: comfort, creativity, and function. The survey was scored from 1 to 7, with 7 being the most favorable and 1 being the least favorable. Results: Results of a 1-way ANOVA on cognitive knowledge of the Q-angle revealed that the traditional lecture and IATEC groups performed significantly better than the control group, and the traditional lecture group performed significantly better than the IATEC group. Results of a 1-way ANOVA on practical skill performance revealed that the traditional lecture and IATEC groups performed significantly better than the control group, but there were no significant differences between the traditional lecture and IATEC groups on practical skill performance. Results of a t test indicated significantly more favorable attitudes (P < .05) for the traditional lecture group when compared with the IATEC group for comfort, creativity, and function. Conclusions: Our results suggest that use of the IATEC computer module is an effective means of instruction; however, use of the IATEC program alone may not be sufficient for educating students in cognitive knowledge. Further research is needed to determine the effectiveness of the IATEC computer program as a supplement to traditional lecture instruction in athletic training education. PMID:16558517

CardioOp: an integrated approach to teleteaching in cardiac surgery.

PubMed

Friedl, R; Preisack, M; Schefer, M; Klas, W; Tremper, J; Rose, T; Bay, J; Albers, J; Engels, P; Guilliard, P; Vahl, C F; Hannekum, A

2000-01-01

The complexity of cardiac surgery requires continuous training, education and information addressing different individuals: physicians (cardiac surgeons, residents, anaesthesiologists, cardiologists), medical students, perfusionists and patients. Efficacy and efficiency of education and training will likely be improved by the use of multimedia information systems. Nevertheless, computer-based education is facing some serious disadvantages: 1) multimedia productions require tremendous financial and time resources; 2) the obtained multimedia data are only usable for one specific target user group in one specific instructional context; 3) computer based learning programs often show deficiencies in the support of individual learning styles and in providing individual information adjusted to the learner's individual needs. In this paper we describe a computer-system, providing multiple re-use of multimedia-data in different instructional sceneries and providing flexible composition of content to different target user groups. The ZYX document model has been developed, allowing the modelling and flexible on-the-fly composition of multimedia fragments. It has been implemented as a DataBlade module into the object-relational database system Informix Dynamic Server and allows for presentation-neutral storage of multimedia content from the application domain, delivery and presentation of multimedia material, content based retrieval, re-use and composition of multimedia material for different instructional settings. Multimedia data stored in the repository, that can be processed and authored in terms of our identified needs is created by using a next generation authoring environment called CardioOP-Wizard. High-quality intra-operative video is recorded using a video-robot. Difficult surgical procedures are visualized with generic and CT-based 3D-animations. An on-line architecture for multiple re-use and flexible composition of media data has been established. The system contains the following instructional applications (prototypically implemented): a multimedia textbook on operative techniques, an interactive module for problem based-training, a module for creation and presentation of lectures and a module for patient information. Principles of cognitive psychology and knowledge management have been employed in the program. These instructional applications provide information ranging from basic knowledge at the beginner's level, procedural knowledge for the advanced level to implicit knowledge for the professional level. For media-annotation with meta-data a metainformation system, the CardioOP-Clas has been developed. The prototype focuses on aortocoronary bypass grafting and heart transplantation. The demonstrated system reflects an integrated approach in terms of information technology and teaching by means of multiple re-use and composition of stored media-items to the individual user and the chosen educational setting on different instructional levels.

Relationship of preschool special education outcomes to instructional practices and parent-child interaction.

PubMed

Mahoney, Gerald; Wheeden, C Abigail; Perales, Frida

2004-01-01

Developmental outcomes attained by children receiving preschool special education services in relationship to both the general instructional approach used by their teachers and their parents' style of interaction were examined. The sample included 70 children from 41 Early Childhood Special Education (ECSE) classrooms. The type of instructional model children received was determined by dividing the sample into three clusters based upon six global ratings of children's classroom environment: Choice; Cognitive Problem-Solving; Child-Initiated Learning; Developmental Match; Child-Centered Routines; and Rewards and Discipline Strategies. Based on this analysis, 27 children were classified as receiving developmental instruction; 15 didactic instruction; and 28 naturalistic instruction. Observations of parent-child interaction collected at the beginning and end of the year were classified along four dimensions using the Maternal Behavior Rating Scale: Responsiveness, Affect, Achievement Orientation and Directiveness. Results indicated that the kinds of experiences that children received varied significantly across the three instructional models. However, there were no significant differences in the impact of these instructional models on children's rate of development. Regression analyses indicated that children's rate of development at the end of intervention was significantly related to their parents' style of interaction but was unrelated to the type of instructional model they received.

Computer problem-solving coaches for introductory physics: Design and usability studies

NASA Astrophysics Data System (ADS)

Ryan, Qing X.; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Mason, Andrew

2016-06-01

The combination of modern computing power, the interactivity of web applications, and the flexibility of object-oriented programming may finally be sufficient to create computer coaches that can help students develop metacognitive problem-solving skills, an important competence in our rapidly changing technological society. However, no matter how effective such coaches might be, they will only be useful if they are attractive to students. We describe the design and testing of a set of web-based computer programs that act as personal coaches to students while they practice solving problems from introductory physics. The coaches are designed to supplement regular human instruction, giving students access to effective forms of practice outside class. We present results from large-scale usability tests of the computer coaches and discuss their implications for future versions of the coaches.

The Effects of Instructional Implementation on Learning with Interactive Multimedia Case-Based Instruction

ERIC Educational Resources Information Center

Mitchem, Katherine; Koury, Kevin; Fitzgerald, Gail; Hollingsead, Candice; Miller, Kevin; Tsai, Hui-Hsien; Zha, Shenghua

2009-01-01

Interactive, multimedia cases with technology supports present new ways of teaching and learning in teacher education. In this mixed-methods, naturalistic study, the authors investigate how and what participants learn from multimedia cases and, in particular, how instructional implementation affects learning outcomes from multimedia cases.…

Influence of Structure and Interaction on Student Achievement and Satisfaction in Web-Based Distance Learning

ERIC Educational Resources Information Center

Lee, Hye-Jung; Rha, Ilju

2009-01-01

This study examines the influence of instructional design and management style on student achievement and satisfaction in a web-based distance learning environment. From the literature review, two major instructional design and management styles in web-based distance education were conceptualized as structure and interpersonal interaction. To…

A Computer-Managed Instruction Support System for Large Group Individualized Instruction.

ERIC Educational Resources Information Center

Countermine, Terry; Singh, Jane M.

1977-01-01

The Pennsylvania State University College of Education's Instruction Support System (ISS) was developed to manage the logistical operation of large group individualized competency-based instruction. Software and hardware charting, operational procedures, and data from student opinion questionnaires are cited. (RAO)

Web-Based Instruction, Learning Effectiveness and Learning Behavior: The Impact of Relatedness

ERIC Educational Resources Information Center

Shieh, Chich-Jen; Liao, Ying; Hu, Ridong

2013-01-01

This study aims to discuss the effects of Web-based Instruction and Learning Behavior on Learning Effectiveness. Web-based Instruction contains the dimensions of Active Learning, Simulation-based Learning, Interactive Learning, and Accumulative Learning; and, Learning Behavior covers Learning Approach, Learning Habit, and Learning Attitude. The…

Relationship between Preferred and Actual Opinions about Inquiry-Based Instruction Classroom

ERIC Educational Resources Information Center

Nuangchalerm, Prasart

2017-01-01

Based on 10 preservice science teachers in 4 schools, this study presents a detailed analysis of how preservice teacher expectation interacts with school practicum and authentic classroom action of inquiry-based instruction. Classroom observation, lesson plan analysis, and interviews revealed that inquiry-based instruction in the expectation and…

Paper-Based and Computer-Based Concept Mappings: The Effects on Computer Achievement, Computer Anxiety and Computer Attitude

ERIC Educational Resources Information Center

Erdogan, Yavuz

2009-01-01

The purpose of this paper is to compare the effects of paper-based and computer-based concept mappings on computer hardware achievement, computer anxiety and computer attitude of the eight grade secondary school students. The students were randomly allocated to three groups and were given instruction on computer hardware. The teaching methods used…

Practical Electronics. Technical Instruction Manual.

ERIC Educational Resources Information Center

Systems Operation Support, Inc., King of Prussia, PA.

This student instruction manual was developed as a part of "A Study of The Effectiveness of a Military-Type Computer-Based Instructional System When Used in Civilian High School Courses in Electronics and Auto Mechanics." (VT 006 916). The material emphasizes a troubleshooting strategy for repair of equipment based upon a logical and systematic…

The Use of a Computer Simulation to Promote Scientific Conceptions of Moon Phases

ERIC Educational Resources Information Center

Bell, Randy L.; Trundle, Kathy Cabe

2008-01-01

This study described the conceptual understandings of 50 early childhood (Pre-K-3) preservice teachers about standards-based lunar concepts before and after inquiry-based instruction utilizing educational technology. The instructional intervention integrated the planetarium software "Starry Night Backyard[TM]" with instruction on moon phases from…

CNC Turning Technician. A Competency-Based Instructional System.

ERIC Educational Resources Information Center

Sloan, Kelly; Hilley, Robert

This competency-based curriculum guide for instructing students in using computer numerically controlled (CNC) turning machines is one of a series of instructional guides for the machinist field developed in Oklahoma. Although developed jointly with Baxter Technologies Corporation and oriented toward the Baxter Vo-Tec 2000 Future Builder CNC…

The Effects of the Computer-Based Instruction on the Achievement and Problem Solving Skills of the Science and Technology Students

ERIC Educational Resources Information Center

Serin, Oguz

2011-01-01

This study aims to investigate the effects of the computer-based instruction on the achievements and problem solving skills of the science and technology students. This is a study based on the pre-test/post-test control group design. The participants of the study consist of 52 students; 26 in the experimental group, 26 in the control group. The…

Beyond Word Processing: Rhetorical Invention with Computers.

ERIC Educational Resources Information Center

Strickland, James

In the area of composition, computer assisted instruction (CAI) must move beyond the limited concerns of the current-traditional rhetoric to address the larger issues of writing, become process-centered, and involve active writing rather than answering multiple-choice questions. Researchers cite four major types of interactive CAI, the last of…

The Request Speech Act in Emails by Arab University Students in the UAE

ERIC Educational Resources Information Center

Deveci, Tanju; Hmida, Ikhlas Ben

2017-01-01

Advanced computer technology has transformed the way instruction is designed and delivered at all education levels including college. However, today's younger "digital-native" generation may often take their computer skills for granted, which impacts their interaction patterns with university professors who often encourage electronic…

Chemical Equilibrium, Unit 2: Le Chatelier's Principle. A Computer-Enriched Module for Introductory Chemistry. Student's Guide and Teacher's Guide.

ERIC Educational Resources Information Center

Jameson, A. Keith

Presented are the teacher's guide and student materials for one of a series of self-instructional, computer-based learning modules for an introductory, undergraduate chemistry course. The student manual for this unit on Le Chatelier's principle includes objectives, prerequisites, pretest, instructions for executing the computer program, and…

The Use of Modular Computer-Based Lessons in a Modification of the Classical Introductory Course in Organic Chemistry.

ERIC Educational Resources Information Center

Stotter, Philip L.; Culp, George H.

An experimental course in organic chemistry utilized computer-assisted instructional (CAI) techniques. The CAI lessons provided tutorial drill and practice and simulated experiments and reactions. The Conversational Language for Instruction and Computing was used, along with a CDC 6400-6600 system; students scheduled and completed the lessons at…

Longitudinal Study of Factors Impacting the Implementation of Notebook Computer Based CAD Instruction

ERIC Educational Resources Information Center

Goosen, Richard F.

2009-01-01

This study provides information for higher education leaders that have or are considering conducting Computer Aided Design (CAD) instruction using student owned notebook computers. Survey data were collected during the first 8 years of a pilot program requiring engineering technology students at a four year public university to acquire a notebook…

Design of Computer-aided Instruction for Radiology Interpretation: The Role of Cognitive Task Analysis

PubMed Central

Pusic, Martin V.; LeBlanc, Vicki; Patel, Vimla L.

2001-01-01

Traditional task analysis for instructional design has emphasized the importance of precisely defining behavioral educational objectives and working back to select objective-appropriate instructional strategies. However, this approach may miss effective strategies. Cognitive task analysis, on the other hand, breaks a process down into its component knowledge representations. Selection of instructional strategies based on all such representations in a domain is likely to lead to optimal instructional design. In this demonstration, using the interpretation of cervical spine x-rays as an educational example, we show how a detailed cognitive task analysis can guide the development of computer-aided instruction.

THE PRODUCTION AND EVALUATION OF THREE COMPUTER-BASED ECONOMICS GAMES FOR THE SIXTH GRADE. FINAL REPORT.

ERIC Educational Resources Information Center

WING, RICHARD L.; AND OTHERS

THE PURPOSE OF THE EXPERIMENT WAS TO PRODUCE AND EVALUATE 3 COMPUTER-BASED ECONOMICS GAMES AS A METHOD OF INDIVIDUALIZING INSTRUCTION FOR GRADE 6 STUDENTS. 26 EXPERIMENTAL SUBJECTS PLAYED 2 ECONOMICS GAMES, WHILE A CONTROL GROUP RECEIVED CONVENTIONAL INSTRUCTION ON SIMILAR MATERIAL. IN THE SUMERIAN GAME, STUDENTS SEATED AT THE TYPEWRITER TERMINALS…

Computer-Based Video Instruction to Teach Students with Intellectual Disabilities to Use Public Bus Transportation

ERIC Educational Resources Information Center

Mechling, Linda; O'Brien, Eileen

2010-01-01

This study investigated the effectiveness of computer-based video instruction (CBVI) to teach three young adults with moderate intellectual disabilities to push a "request to stop bus signal" and exit a city bus in response to target landmarks. A multiple probe design across three students and one bus route was used to evaluate effectiveness of…

Promoting Transfer of Mathematics Skills through the Use of a Computer-Based Instructional Simulation Game and Advisement.

ERIC Educational Resources Information Center

Van Eck, Richard

This study looked at the effect of contextual advisement and competition on transfer of mathematics skills in a computer-based instructional simulation game and simulation in which game participants helped their "aunt and uncle" fix up a house. Competition referred to whether or not the participant was playing against a computer…

The Effects of CBI Lesson Sequence Type and Field Dependence on Learning from Computer-Based Cooperative Instruction in Web

ERIC Educational Resources Information Center

Ipek, Ismail

2010-01-01

The purpose of this study was to investigate the effects of CBI lesson sequence type and cognitive style of field dependence on learning from Computer-Based Cooperative Instruction (CBCI) in WEB on the dependent measures, achievement, reading comprehension and reading rate. Eighty-seven college undergraduate students were randomly assigned to…

Computer Aided Drafting Curriculum for Vocational Drafting. A Competency Based Unit of Instruction. Final Report.

ERIC Educational Resources Information Center

Peck, Greg

This document contains (1) the final report of a project to develop a computer-aided drafting (CAD) curriculum and (2) a competency-based unit of instruction for use with the CADAPPLE system. The final report states the problem and project objective, presents conclusions and recommendations, and includes survey instruments. The unit is designed…

Instruction of Statistics via Computer-Based Tools: Effects on Statistics' Anxiety, Attitude, and Achievement

ERIC Educational Resources Information Center

Ciftci, S. Koza; Karadag, Engin; Akdal, Pinar

2014-01-01

The purpose of this study was to determine the effect of statistics instruction using computer-based tools, on statistics anxiety, attitude, and achievement. This study was designed as quasi-experimental research and the pattern used was a matched pre-test/post-test with control group design. Data was collected using three scales: a Statistics…

CAD/CAM at a Distance: Assessing the Effectiveness of Web-Based Instruction To Meet Workforce Development Needs. AIR 2000 Annual Forum Paper.

ERIC Educational Resources Information Center

Wilkerson, Joyce A.; Elkins, Susan A.

This qualitative case study assessed web-based instruction in a computer-aided design/computer-assisted manufacturing (CAD/CAM) course designed for workforce development. The study examined students' and instructors' experience in a CAD/CAM course delivered exclusively on the Internet, evaluating course content and delivery, clarity of…

Social Skills Instruction for Urban Learners with Emotional and Behavioral Disorders: A Culturally Responsive and Computer-Based Intervention

ERIC Educational Resources Information Center

Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Musti-Rao, Shobana; Gibson, Lenwood, Jr.; Keyes, Starr E.

2016-01-01

This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills…

Computer- and Video-Based Instruction of Food-Preparation Skills: Acquisition, Generalization, and Maintenance

ERIC Educational Resources Information Center

Ayres, Kevin; Cihak, David

2010-01-01

The purpose of this study was to evaluate the effects of a computer-based video instruction (CBVI) program to teach life skills. Three middle school-aged students with intellectual disabilities were taught how to make a sandwich, use a microwave, and set the table with a CBVI software package. A multiple probe across behaviors design was used to…

A Computer-Based Simulation of an Acid-Base Titration

ERIC Educational Resources Information Center

Boblick, John M.

1971-01-01

Reviews the advantages of computer simulated environments for experiments, referring in particular to acid-base titrations. Includes pre-lab instructions and a sample computer printout of a student's use of an acid-base simulation. Ten references. (PR)

Assessment methodology for computer-based instructional simulations.

PubMed

Koenig, Alan; Iseli, Markus; Wainess, Richard; Lee, John J

2013-10-01

Computer-based instructional simulations are becoming more and more ubiquitous, particularly in military and medical domains. As the technology that drives these simulations grows ever more sophisticated, the underlying pedagogical models for how instruction, assessment, and feedback are implemented within these systems must evolve accordingly. In this article, we review some of the existing educational approaches to medical simulations, and present pedagogical methodologies that have been used in the design and development of games and simulations at the University of California, Los Angeles, Center for Research on Evaluation, Standards, and Student Testing. In particular, we present a methodology for how automated assessments of computer-based simulations can be implemented using ontologies and Bayesian networks, and discuss their advantages and design considerations for pedagogical use. Reprint & Copyright © 2013 Association of Military Surgeons of the U.S.

A Worldwide Intercultural Network: Exploring Electronic Messaging for Instruction. Interactive Technology Laboratory Report #8.

ERIC Educational Resources Information Center

Cohen, Moshe; Miyake, Naomi

A worldwide international computer network, called the Intercultural Learning Network, has been developed to provide students from different cultures with opportunities to work cooperatively. Prototype activities have been developed and tested which facilitate and contextualize interactions among secondary and college students. Joint projects in…

CHARGE Image Generator: Theory of Operation and Author Language Support. Technical Report 75-3.

ERIC Educational Resources Information Center

Gunwaldsen, Roger L.

The image generator function and author language software support for the CHARGE (Color Halftone Area Graphics Environment) Interactive Graphics System are described. Designed initially for use in computer-assisted instruction (CAI) systems, the CHARGE Interactive Graphics System can provide graphic displays for various applications including…

Ready Set. . .Authoring Systems to Get You Started on Interactive Video Design.

ERIC Educational Resources Information Center

Rhodes, Dent M.; Azbell, Janet White

1986-01-01

Evaluates four authoring systems used to develop computer aided interactive video: The Instructor, InfoWriter, IDeAS, and ProCAL2. The information provided includes hardware requirements, compatibility with videotape and/or videodisc, instructional options available, user data-management capabilities, procedures for logging tapes, and access for…

Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

ERIC Educational Resources Information Center

Winarno, Sri; Muthu, Kalaiarasi Sonai; Ling, Lew Sook

2018-01-01

Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students' knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However,…

An evaluation of the use of microcomputer-based laboratory instruction on middle school students' concept attainment and attitudes towards computer-based instruction

NASA Astrophysics Data System (ADS)

Osio, Sergio Albina

The advent of instructional technology has become an integral part of the learning process, thought by many to be a vital component in the reform of science instruction. Microcomputer-Based Laboratory (MBL) is an instructional technology environment in which a computer is connected through its Universal Serial Box (USB) port or an interface (for older models) with sensors to control the experiment, collect data, and generate and interpret graphs. In this study, MBL tools and instructions were used to design an instructional program that integrated ideas in teaching thinking skills so that middle school students from varying levels of differentiated achievement could categorize and create concepts grounded on the Concept Attainment Model of teaching. Data were collected and analyzed based on the procedures of a one-group pretest-posttest experimental design and two research questions. The study provided a quantitative correlation of variables such as MBL to students' pretest-posttest total scores; pretest-posttest total scores to the levels of differentiated achievement and treatment groups. Likewise, a modified student-computer-attitude survey was administered to evaluate students' attitude toward the use of computer technologies. The research findings revealed a 9.1% increase in test scores in the three concepts of investigation; multiple increases in test scores in the three levels of differentiated achievement (22.2% for regular science group, 6.2% for accelerated science group students, and 1% for sheltered science group); and 11.1% mean difference between the MHL group and traditional laboratory group. Simultaneously, participants showed a positive significance of 77% feeling of comfort and confidence towards the use of computer technologies. Eventually, the great potential of MBL technology could play an important role in the reform of science education in the schools of the second largest Unified School District in the country today.

An Investigation of Interactive, Dialogue-Based Instruction for Undergraduate Art History

ERIC Educational Resources Information Center

Gioffre, Penelope

2012-01-01

This paper explores the feasibility and efficacy of incorporating an interactive, discussion-based instructional approach into an undergraduate art history survey course and investigates effects of the new pedagogic strategy on students' demonstrated comprehension and retention of required content. The action research project follows a systematic…

PBL Approach in Web-Based Instruction

ERIC Educational Resources Information Center

ChanLin, Lih-Juan; Chan, Kung-Chi

2004-01-01

Web-Based Instruction is increasingly being recognized as a means of teaching and learning. In dietetics, the interactions between drugs and nutrients are complex due to the wide variety of drugs and their mechanism and interactions with nutrients. How to help student professionals acquired necessary skills and knowledge is important in a dietetic…

Web-Based Learning: Cognitive Styles and Instructional Strategies

ERIC Educational Resources Information Center

Alomyan, Hesham Raji

2016-01-01

This paper reports a study, which investigated whether different instructional strategies might interact with individual's cognitive style in learning. A web-based learning package was designed employing three strategies, Interactive Concept Maps, Illustration with Embedded Text and Text-Only. Group Embedded Figure Test was administered to 178…

Educational Technology: Computer-Based Instruction. Hearing before the Subcommittee on Technology and Competitiveness of the Committee on Science, Space, and Technology. U.S. House of Representatives, One Hundred Second Congress, First Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Science, Space and Technology.

This hearing on computer assisted instruction and the use of educational technology in classrooms was held in response to a presidential request that instructional innovation be given special attention, particularly in science and mathematics education, in every congressional district. This transcript of the hearing includes statements presented…

A Pilot Study of the Naming Transaction Shell

DTIC Science & Technology

1991-06-01

effective computer-based instructional design. AIDA will take established theories of knowledge, learning , and instruction and incorporate the theories...felt that anyone could learn to use the system both in design and delivery modes. Traditional course development (non- computer instruction) for the...students were studying and learning the material in the text. This often resulted in wasted effort in the simulator. By ensuring that the students knew the

Interaction and Instructed Second Language Acquisition

ERIC Educational Resources Information Center

Loewen, Shawn; Sato, Masatoshi

2018-01-01

Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review…

Comparison of gross anatomy test scores using traditional specimens vs. QuickTime Virtual Reality animated specimens

NASA Astrophysics Data System (ADS)

Maza, Paul Sadiri

In recent years, technological advances such as computers have been employed in teaching gross anatomy at all levels of education, even in professional schools such as medical and veterinary medical colleges. Benefits of computer based instructional tools for gross anatomy include the convenience of not having to physically view or dissect a cadaver. Anatomy educators debate over the advantages versus the disadvantages of computer based resources for gross anatomy instruction. Many studies, case reports, and editorials argue for the increased use of computer based anatomy educational tools, while others discuss the necessity of dissection for various reasons important in learning anatomy, such as a three-dimensional physical view of the specimen, physical handling of tissues, interactions with fellow students during dissection, and differences between specific specimens. While many articles deal with gross anatomy education using computers, there seems to be a lack of studies investigating the use of computer based resources as an assessment tool for gross anatomy, specifically using the Apple application QuickTime Virtual Reality (QTVR). This study investigated the use of QTVR movie modules to assess if using computer based QTVR movie module assessments were equal in quality to actual physical specimen examinations. A gross anatomy course in the College of Veterinary Medicine at Cornell University was used as a source of anatomy students and gross anatomy examinations. Two groups were compared, one group taking gross anatomy examinations in a traditional manner, by viewing actual physical specimens and answering questions based on those specimens. The other group took the same examinations using the same specimens, but the specimens were viewed as simulated three-dimensional objects in a QTVR movie module. Sample group means for the assessments were compared. A survey was also administered asking students' perceptions of quality and user-friendliness of the QTVR movie modules. The comparison of the two sample group means of the examinations show that there was no difference in results between using QTVR movie modules to test gross anatomy knowledge versus using physical specimens. The results of this study are discussed to explain the benefits of using such computer based anatomy resources in gross anatomy assessments.

Studies of Learning and Self-Contained Educational Systems, 1973-1976

DTIC Science & Technology

1976-03-01

ISTKIW WORDS fCondnu» on reverse aide // neceeeary ««’ ’-dtntlly by block numb«; Leirning, teaching, memory, tutorial instruction. 20. AB ^RACT...poorly acquired or because the learner might have missed exposi -e to that part of the material, then the rest of the structure is weakened and may...War in the computer data bsnt, including the causal structure of the actions during the war. We are ab ]^ to use the data base to interact with a

Instructional control of reinforcement learning: A behavioral and neurocomputational investigation

PubMed Central

Doll, Bradley B.; Jacobs, W. Jake; Sanfey, Alan G.; Frank, Michael J.

2011-01-01

Humans learn how to behave directly through environmental experience and indirectly through rules and instructions. Behavior analytic research has shown that instructions can control behavior, even when such behavior leads to sub-optimal outcomes (Hayes, S. (Ed.). 1989. Rule-governed behavior: cognition, contingencies, and instructional control. Plenum Press.). Here we examine the control of behavior through instructions in a reinforcement learning task known to depend on striatal dopaminergic function. Participants selected between probabilistically reinforced stimuli, and were (incorrectly) told that a specific stimulus had the highest (or lowest) reinforcement probability. Despite experience to the contrary, instructions drove choice behavior. We present neural network simulations that capture the interactions between instruction-driven and reinforcement-driven behavior via two potential neural circuits: one in which the striatum is inaccurately trained by instruction representations coming from prefrontal cortex/hippocampus (PFC/HC), and another in which the striatum learns the environmentally based reinforcement contingencies, but is “overridden” at decision output. Both models capture the core behavioral phenomena but, because they differ fundamentally on what is learned, make distinct predictions for subsequent behavioral and neuroimaging experiments. Finally, we attempt to distinguish between the proposed computational mechanisms governing instructed behavior by fitting a series of abstract “Q-learning” and Bayesian models to subject data. The best-fitting model supports one of the neural models, suggesting the existence of a “confirmation bias” in which the PFC/HC system trains the reinforcement system by amplifying outcomes that are consistent with instructions while diminishing inconsistent outcomes. PMID:19595993

A Policy Assessment of Priorities and Functional Needs for the Military Computer-Assisted Instruction Terminal

DTIC Science & Technology

1975-12-01

ceases to act as a testing ground for determining user needs when demand is low relative to high initial development costs. Customers are forced to...ANASTASIO Associate Director Data Analysis Research Division Educational Testing Service Princeton, NJ 08540 (609)921-9000 Director of Educational...technology and educational psychology - Indiana University. Research interestes in adaptive, interactive instructional systems. Management

Instructional Uses of School Computers. Reports from the 1985 National Survey. Issue No. 3.

ERIC Educational Resources Information Center

Becker, Henry Jay

The results of the Second National Survey of Instructional Uses of School Computers presented here are based on questionnaire and interview data from roughly 8,000 principals and computer-using teachers in more than 2,100 elementary, middle, and high schools, both public and private. The third of six reports to be issued from this survey, this…

Effectiveness of Various Computer-Based Instructional Strategies in Language Teaching. Final Report, November 1, 1969-August 31, 1970.

ERIC Educational Resources Information Center

Van Campen, Joseph A.

Computer software for programed language instruction, developed in the second quarter of 1970 at Stanford's Institute for Mathematical Studies in the Social Sciences is described in this report. The software includes: (1) a PDP-10 computer assembly language for generating drill sentences; (2) a coding system allowing a large number of sentences to…

Low-cost Computer-Aided Instruction/Computer-Managed Instruction (CAI/ CMI) System: Feasibility Study

DTIC Science & Technology

1979-12-01

capabilities that are not essential to routine support of the majority of Air Force training. TABLE OF CONTENTS PAGE 1.0 INTRODUCTION ...66 APPEINDIX A Listing of All Survey Items ---------------------- 67 APPENDIX B Introduction to Survey Form and...5 6 1.0 INTRODUCTION Prototype computer-based individualized training systems have been developed and implemented at a number of

dETECT: A Model for the Evaluation of Instructional Units for Teaching Computing in Middle School

ERIC Educational Resources Information Center

von Wangenheim, Christiane G.; Petri, Giani; Zibertti, André W.; Borgatto, Adriano F.; Hauck, Jean C. R.; Pacheco, Fernando S.; Filho, Raul Missfeldt

2017-01-01

The objective of this article is to present the development and evaluation of dETECT (Evaluating TEaching CompuTing), a model for the evaluation of the quality of instructional units for teaching computing in middle school based on the students' perception collected through a measurement instrument. The dETECT model was systematically developed…

Wusor II: A Computer Aided Instruction Program with Student Modelling Capabilities. AI Memo 417.

ERIC Educational Resources Information Center

Carr, Brian

Wusor II is the second intelligent computer aided instruction (ICAI) program that has been developed to monitor the progress of, and offer suggestions to, students playing Wumpus, a computer game designed to teach logical thinking and problem solving. From the earlier efforts with Wusor I, it was possible to produce a rule-based expert which…

Instructional design strategies for developing an interactive video educational program for pregnant teens: a pilot study.

PubMed

Levenson, P M; Morrow, J R; Smith, P

1984-01-01

One hundred forty-six teens attending an urban maternity hospital's prenatal clinic completed a questionnaire designed to assist in the development of educational programs utilizing computer-assisted television instruction or interactive video. Ninety-five percent of the teens agreed that additional information about desirable health behaviors during pregnancy would be helpful. Forty-six percent preferred obtaining information from a health professional at the hospital. Although 90% said that the race of the narrator for a film show was unimportant, responses regarding racial preference corresponded to the racial distribution of participants. Seventy-six percent of the teens preferred the narrator to be younger than 35 years of age, and 54% preferred a female narrator. Race was associated with video game experiences, preferences about the narrator's age and race, and favorite television shows. Age was not associated with responses to any of the questions. Although only 19% had ever used a computer, 98% stated they would like to try a computer with assistance. More than half (55%) knew how to type and 83% had played video games; of those who had played video games, 93% said they enjoyed doing so. Eighty-three percent of the respondents always or sometimes enjoyed cartoons. Favorite television shows and cartoon characters were identified. The design implications of the teens' preferences to the development of instruction using computers coupled with other emerging technologies are discussed.

Dermatopathology education in the era of modern technology.

PubMed

Shahriari, Neda; Grant-Kels, Jane; Murphy, Michael J

2017-09-01

Continuing technological advances are inevitably impacting the study and practice of dermatopathology (DP). We are seeing the transition from glass slide microscopy to virtual microscopy, which is serving both as an accessible educational medium for medical students, residents and fellows in the form of online databases and atlases, as well as a research tool to better inform us regarding the development of visual diagnostic expertise. Expansion in mobile technology is simplifying slide image attainment and providing greater opportunities for phone- and tablet-based microscopy, including teledermatopathology instruction and consultation in resource-poor areas with lack of specialists. Easily accessible mobile and computer-based applications ("apps"), including myDermPath and Clearpath, are providing an interactive medium for DP instruction. The Internet and social networking sites are enabling rapid global communication of DP information and image-sharing, promoting collaborative diagnostic research and scholastic endeavors. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Accommodating Student Diversity in Remote Sensing Instruction.

ERIC Educational Resources Information Center

Hammen, John L., III.

1992-01-01

Discusses the difficulty of teaching computer-based remote sensing to students of varying levels of computer literacy. Suggests an instructional method that accommodates all levels of technical expertise through the use of microcomputers. Presents a curriculum that includes an introduction to remote sensing, digital image processing, and…

Interactive computer training to teach discrete-trial instruction to undergraduates and special educators in Brazil: A replication and extension.

PubMed

Higbee, Thomas S; Aporta, Ana Paula; Resende, Alice; Nogueira, Mateus; Goyos, Celso; Pollard, Joy S

2016-12-01

Discrete-trial instruction (DTI) is a behavioral method of teaching young children with autism spectrum disorders (ASD) that has received a significant amount of research support. Because of a lack of qualified trainers in many areas of the world, researchers have recently begun to investigate alternative methods of training professionals to implement behavioral teaching procedures. One promising training method is interactive computer training, in which slides with recorded narration, video modeling, and embedded evaluation of content knowledge are used to teach a skill. In the present study, the effectiveness of interactive computer training developed by Pollard, Higbee, Akers, and Brodhead (2014), translated into Brazilian Portuguese, was evaluated with 4 university students (Study 1) and 4 special education teachers (Study 2). We evaluated the effectiveness of training on DTI skills during role-plays with research assistants (Study 1) and during DTI sessions with young children with ASD (Studies 1 and 2) using a multiple baseline design. All participants acquired DTI skills after interactive computer training, although 5 of 8 participants required some form of feedback to reach proficiency. Responding generalized to untaught teaching programs for all participants. We evaluated maintenance with the teachers in Study 2, and DTI skills were maintained with 3 of 4 participants. © 2016 Society for the Experimental Analysis of Behavior.

The Effects of Computer-Assisted Instruction Based on Top-Level Structure Method in English Reading and Writing Abilities of Thai EFL Students

ERIC Educational Resources Information Center

Jinajai, Nattapong; Rattanavich, Saowalak

2015-01-01

This research aims to study the development of ninth grade students' reading and writing abilities and interests in learning English taught through computer-assisted instruction (CAI) based on the top-level structure (TLS) method. An experimental group time series design was used, and the data was analyzed by multivariate analysis of variance…

Effects of Computer-Based Video Instruction on the Acquisition and Generalization of Grocery Purchasing Skills for Students with Intellectual Disability

ERIC Educational Resources Information Center

Goo, Minkowan; Therrien, William J.; Hua, Youjia

2016-01-01

The purpose of this study was to evaluate the effects of computer-based video instruction (CBVI) on teaching grocery purchasing skills to students with moderate intellectual disability (ID). Four high school students with mild to moderate ID participated in the study. A multiple-probe design across students was used to examine the effects. Results…

Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants

ERIC Educational Resources Information Center

Mechling, Linda C.; Cronin, Beth

2006-01-01

In the study reported on here, the authors used computer-based video instruction (CBVI) to teach 3 high school students with moderate or severe intellectual disabilities how to order in fast-food restaurants by using an augmentative, alternative communication device. The study employed a multiple probe design to institute CBVI as the only…

Cross-Age Peer Tutoring and Fluency-Based Instruction to Achieve Fluency with Mathematics Computation Skills: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Greene, Irene; Mc Tiernan, Aoife; Holloway, Jennifer

2018-01-01

The current study employed a randomized controlled trial to evaluate the use of peer tutoring and fluency-based instruction to increase mathematics fluency with addition and subtraction computation skills. Forty-one elementary school students between the ages of eight and 12 years participated in the 8-week study using cross-age peer tutoring, Say…

Computer Assisted Instruction. 1988-89. 353 Project.

ERIC Educational Resources Information Center

Granite School District, Salt Lake City, UT.

The Granite School District (Utah) conducted a project to implement competency-based/technology-assisted instruction in all of its adult high schools. The district adopted the state's core curriculum in order to establish clearly defined instructional goals and objectives; revised and added to the instructional units; made the curriculum uniform…

Auto Mechanics; Methodology. Technical Instruction Manual.

ERIC Educational Resources Information Center

Systems Operation Support, Inc., King of Prussia, PA.

This student instruction manual was written in conformance with selected criteria for programed instruction books as developed previously for various military training courses. The manual was developed as a part of "A Study of the Effectiveness of a Military-Type Computer-Based Instructional System When Used in Civilian High School Courses in…

The Effects of Goal-Oriented Instructions in Digital Game-Based Learning

ERIC Educational Resources Information Center

Erhel, Séverine; Jamet, Eric

2016-01-01

Few studies have investigated the effects of the instructions provided in educational computer games on cognitive processing and learning outcomes. In our experiment, we sought to compare the effects on learning outcomes of two different types of goal-oriented instructions: "mastery-goal" instructions, which prompt learners to develop…

Face Detection Technique as Interactive Audio/Video Controller for a Mother-Tongue-Based Instructional Material

NASA Astrophysics Data System (ADS)

Guidang, Excel Philip B.; Llanda, Christopher John R.; Palaoag, Thelma D.

2018-03-01

Face Detection Technique as a strategy in controlling a multimedia instructional material was implemented in this study. Specifically, it achieved the following objectives: 1) developed a face detection application that controls an embedded mother-tongue-based instructional material for face-recognition configuration using Python; 2) determined the perceptions of the students using the Mutt Susan’s student app review rubric. The study concludes that face detection technique is effective in controlling an electronic instructional material. It can be used to change the method of interaction of the student with an instructional material. 90% of the students perceived the application to be a great app and 10% rated the application to be good.

The effects of various instructional methods on retention of knowledge about pressure ulcers among critical care and medical-surgical nurses.

PubMed

Cox, Jill; Roche, Sharon; Van Wynen, Elizabeth

2011-02-01

To determine whether there was a difference in retention of knowledge about pressure ulcers with a traditional lecture versus computer-based instruction. A quasi-experimental, pretest/posttest design was used. Medical-surgical and critical care nurses (N = 60) were randomly assigned to a lecture, to computer-based instruction, or to a control group. Study participants were given the pressure ulcer knowledge test before and immediately after the program and at 3-month and 6-month intervals. Analysis of variance showed statistically significant differences in pretest and posttest scores [F(2, 57) = 35.784, p = .000] and in posttest to 3-month scores [F(2, 57) = 18.427, p = .000] among the three groups. The most significant loss of pressure ulcer knowledge, regardless of educational method, occurred within the first 3 months. Based on these findings, quarterly education in pressure ulcer prevention is recommended to maintain knowledge. Computer-based instruction is a viable option for acquisition and retention of knowledge about pressure ulcer prevention. Copyright 2011, SLACK Incorporated.

An Interaction of Screen Colour and Lesson Task in CAL

ERIC Educational Resources Information Center

Clariana, Roy B.

2004-01-01

Colour is a common feature in computer-aided learning (CAL), though the instructional effects of screen colour are not well understood. This investigation considers the effects of different CAL study tasks with feedback on posttest performance and on posttest memory of the lesson colour scheme. Graduate students (n=68) completed a computer-based…

Learning and Optimization of Cognitive Capabilities. Final Project Report.

ERIC Educational Resources Information Center

Lumsdaine, A.A.; And Others

The work of a three-year series of experimental studies of human cognition is summarized in this report. Proglem solving and learning in man-machine interaction was investigated, as well as relevant variables and processes. The work included four separate projects: (1) computer-aided problem solving, (2) computer-aided instruction techniques, (3)…

Apple Classrooms of Tomorrow: Philosophy and Structure [and] What's Happening Where.

ERIC Educational Resources Information Center

Apple Computer, Inc., Cupertino, CA.

Apple Classrooms of Tomorrow (ACOT) is a long-term research project sponsored by Apple Computer, Inc., to explore how learning and teaching change when teachers and students have access to interactive computer technologies. ACOT adheres to a philosophy that instruction should be learner controlled; i.e., students take responsibility for their own…

Computer Software: Does It Support a New View of Reading?

ERIC Educational Resources Information Center

Case, Carolyn J.

A study examined commercially available computer software to ascertain its degree of congruency with current methods of reading instruction (the Interactive model) at the first and second grade levels. A survey was conducted of public school educators in Connecticut and experts in the field to determine their level of satisfaction with available…

American History. Computer Programs.

ERIC Educational Resources Information Center

Lengel, James G.

1983-01-01

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: Seven interactive computer programs are available to help with the study of American History. They cover the period of the 17th century up through the present day, and involve a variety of approaches to instruction. These programs were conceived and programmed by Jim Lengel, a former state social…

Specifications for an Advanced Instructional Design Advisor (AIDA) for Computer-Based Training

DTIC Science & Technology

1991-05-01

student time under instruction o increased student comprehension and learning transfer o establishment of instruction standards o...strategies. 6. The nature of the cognitive task determines the learning objective. 7. Learning is internal; instruction is external. 12 Major...AIDAs and to its instructional products. Halff argued that cognitive structures have a role to play in instructional design. He maintained that learning

PLATO Based Computer Assisted Instruction: An Exploration.

ERIC Educational Resources Information Center

Wise, Richard L.

This study focuses on student response to computer-assisted instruction (CAI) after it was introduced into a college level physical geography course, "Introduction to Weather and Climate." PLATO, a University of Illinois mainframe network developed in the 1960s, was selected for its user friendliness, its large supply of courseware, its…

Enhancing Instruction through Constructivism, Cooperative Learning, and Cloud Computing

ERIC Educational Resources Information Center

Denton, David W.

2012-01-01

Cloud computing technologies, such as Google Docs and Microsoft Office Live, have the potential to enhance instructional methods predicated on constructivism and cooperative learning. Cloud-based application features like file sharing and online publishing are prompting departments of education across the nation to adopt these technologies.…

Automated Instructional Monitors for Complex Operational Tasks. Final Report.

ERIC Educational Resources Information Center

Feurzeig, Wallace

A computer-based instructional system is described which incorporates diagnosis of students difficulties in acquiring complex concepts and skills. A computer automatically generated a simulated display. It then monitored and analyzed a student's work in the performance of assigned training tasks. Two major tasks were studied. The first,…

Evaluation of a Computer Assisted Instruction Resource in Nursing Education.

ERIC Educational Resources Information Center

Herriot, Anne M.; Bishop, Jacki A.; Kelly, Mary; Murphy, Margaret; Truby, Helen

2003-01-01

Nine second-year and six final-year nursing students completed a questionnaire and participated in focus groups about STEP-DIET, a computer-based dietetics instructional tool. Students liked the design and content, perceived increased nutritional knowledge and understanding of dietitians' role. However, they were reluctant to accept…

Computer-Assisted Instruction to Avert Teen Pregnancy.

ERIC Educational Resources Information Center

Starn, Jane Ryburn; Paperny, David M.

Teenage pregnancy has become a major public health problem in the United States. A study was conducted to assess an intervention based upon computer-assisted instruction (CAI) to avert teenage pregnancy. Social learning and decision theory were applied to mediate the adolescent environment through CAI so that adolescent development would be…

Intelligent Instruction by Computer: Theory and Practice.

ERIC Educational Resources Information Center

Farr, Marshall J., Ed.; Psotka, Joseph, Ed.

The essays collected in this volume are concerned with the field of computer-based intelligent instruction. The papers are organized into four groups that address the following topics: particular theoretical approaches (3 titles); the development and improvement of tools and environments (3 titles); the power of well-engineered implementations and…

Student Use of Physics to Make Sense of Incomplete but Functional VPython Programs in a Lab Setting

NASA Astrophysics Data System (ADS)

Weatherford, Shawn A.

2011-12-01

Computational activities in Matter & Interactions, an introductory calculus-based physics course, have the instructional goal of providing students with the experience of applying the same set of a small number of fundamental principles to model a wide range of physical systems. However there are significant instructional challenges for students to build computer programs under limited time constraints, especially for students who are unfamiliar with programming languages and concepts. Prior attempts at designing effective computational activities were successful at having students ultimately build working VPython programs under the tutelage of experienced teaching assistants in a studio lab setting. A pilot study revealed that students who completed these computational activities had significant difficultly repeating the exact same tasks and further, had difficulty predicting the animation that would be produced by the example program after interpreting the program code. This study explores the interpretation and prediction tasks as part of an instructional sequence where students are asked to read and comprehend a functional, but incomplete program. Rather than asking students to begin their computational tasks with modifying program code, we explicitly ask students to interpret an existing program that is missing key lines of code. The missing lines of code correspond to the algebraic form of fundamental physics principles or the calculation of forces which would exist between analogous physical objects in the natural world. Students are then asked to draw a prediction of what they would see in the simulation produced by the VPython program and ultimately run the program to evaluate the students' prediction. This study specifically looks at how the participants use physics while interpreting the program code and creating a whiteboard prediction. This study also examines how students evaluate their understanding of the program and modification goals at the beginning of the modification task. While working in groups over the course of a semester, study participants were recorded while they completed three activities using these incomplete programs. Analysis of the video data showed that study participants had little difficulty interpreting physics quantities, generating a prediction, or determining how to modify the incomplete program. Participants did not base their prediction solely from the information from the incomplete program. When participants tried to predict the motion of the objects in the simulation, many turned to their knowledge of how the system would evolve if it represented an analogous real-world physical system. For example, participants attributed the real-world behavior of springs to helix objects even though the program did not include calculations for the spring to exert a force when stretched. Participants rarely interpreted lines of code in the computational loop during the first computational activity, but this changed during latter computational activities with most participants using their physics knowledge to interpret the computational loop. Computational activities in the Matter & Interactions curriculum were revised in light of these findings to include an instructional sequence of tasks to build a comprehension of the example program. The modified activities also ask students to create an additional whiteboard prediction for the time-evolution of the real-world phenomena which the example program will eventually model. This thesis shows how comprehension tasks identified by Palinscar and Brown (1984) as effective in improving reading comprehension are also effective in helping students apply their physics knowledge to interpret a computer program which attempts to model a real-world phenomena and identify errors in their understanding of the use, or omission, of fundamental physics principles in a computational model.

Effects of Faded Scaffolding in Computer-Based Instruction on Learners' Performance, Cognitive Load, and Test Anxiety

ERIC Educational Resources Information Center

Hao, Shuang

2016-01-01

Scaffolding is a type of instructional support that helps students to complete a learning task that exceeds their current ability. Scaffolding plays an important role in augmenting other instructional approaches, such as problem-based learning, and facilitates gradual shifts of responsibility from the more advanced others to the learner (Belland,…

A Preliminary Validation of Attention, Relevance, Confidence and Satisfaction Model-Based Instructional Material Motivational Survey in a Computer-Based Tutorial Setting

ERIC Educational Resources Information Center

Huang, Wenhao; Huang, Wenyeh; Diefes-Dux, Heidi; Imbrie, Peter K.

2006-01-01

This paper describes a preliminary validation study of the Instructional Material Motivational Survey (IMMS) derived from the Attention, Relevance, Confidence and Satisfaction motivational design model. Previous studies related to the IMMS, however, suggest its practical application for motivational evaluation in various instructional settings…

Computer Simulations to Support Science Instruction and Learning: A critical review of the literature

NASA Astrophysics Data System (ADS)

Smetana, Lara Kathleen; Bell, Randy L.

2012-06-01

Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studies dealing with the efficacy of, and implications for, computer simulations in science instruction. The overall findings suggest that simulations can be as effective, and in many ways more effective, than traditional (i.e. lecture-based, textbook-based and/or physical hands-on) instructional practices in promoting science content knowledge, developing process skills, and facilitating conceptual change. As with any other educational tool, the effectiveness of computer simulations is dependent upon the ways in which they are used. Thus, we outline specific research-based guidelines for best practice. Computer simulations are most effective when they (a) are used as supplements; (b) incorporate high-quality support structures; (c) encourage student reflection; and (d) promote cognitive dissonance. Used appropriately, computer simulations involve students in inquiry-based, authentic science explorations. Additionally, as educational technologies continue to evolve, advantages such as flexibility, safety, and efficiency deserve attention.

Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students

NASA Astrophysics Data System (ADS)

Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope

2014-08-01

This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.

Making English Accessible: Using ELECTRONIC NETWORKS FOR INTERACTION (ENFI) in the Classroom.

ERIC Educational Resources Information Center

Peyton, Joy Kreeft; French, Martha

Electronic Networks for Interaction (ENFI), an instructional tool for teaching reading and writing using computer technology, improves the English reading and writing of deaf students at all educational levels. Chapters address these topics: (1) the origins of the technique; (2) how ENFI works in the classroom and laboratory (software, lab…

Visualization and Interactivity in the Teaching of Chemistry to Science and Non-Science Students

ERIC Educational Resources Information Center

Venkataraman, Bhawani

2009-01-01

A series of interactive, instructional units have been developed that integrate computational molecular modelling and visualization to teach fundamental chemistry concepts and the relationship between the molecular and macro-scales. The units span the scale from atoms, small molecules to macromolecular systems, and introduce many of the concepts…

The Design and Development of a Collaborative mLearning Prototype for Malaysian Secondary School Science

ERIC Educational Resources Information Center

DeWitt, Dorothy; Alias, Norlidah; Siraj, Saedah

2014-01-01

Collaborative problem-solving in science instruction allows learners to build their knowledge and understanding through interaction, using the language of science. Computer-mediated communication (CMC) tools facilitate collaboration and may provide the opportunity for interaction when using the language of science in learning. There seems to be…

Learning Effectiveness and Cognitive Loads in Instructional Materials of Programming Language on Single and Dual Screens

ERIC Educational Resources Information Center

Hsu, Jenq-Muh; Chang, Ting-Wen; Yu, Pao-Ta

2012-01-01

The teaching and learning environment in a traditional classroom typically includes a projection screen, a projector, and a computer within a digital interactive table. Instructors may apply multimedia learning materials using various information communication technologies to increase interaction effects. However, a single screen only displays a…

Learning to Analyze and Code Accounting Transactions in Interactive Mode.

ERIC Educational Resources Information Center

Bentz, William F.; Ambler, Eric E.

An interactive computer-assisted instructional (CAI) system, called CODE, is used to teach transactional analysis, or coding, in elementary accounting. The first major component of CODE is TEACH, a program which controls student input and output. Following the statement of a financial position on a cathode ray tube, TEACH describes an event to…

Education for Incarcerated Juveniles: A Meta-Analysis

ERIC Educational Resources Information Center

Steele, Jennifer L.; Bozick, Robert; Davis, Lois M.

2016-01-01

Based on screenings of 1,150 manuscripts, we synthesize evidence from 18 eligible studies of educational interventions implemented within juvenile correctional facilities. The studies include 5 intervention categories: remedial academic instruction, computer-assisted instruction, personalized academic instruction, vocational education, and GED…

Comparison of Different Instructional Multimedia Designs for Improving Student Science-Process Skill Learning

NASA Astrophysics Data System (ADS)

Chien, Yu-Ta; Chang, Chun-Yen

2012-02-01

This study developed three forms of computer-based multimedia, including Static Graphics (SG), Simple Learner-Pacing Animation (SLPA), and Full Learner-Pacing Animation (FLPA), to assist students in learning topographic measuring. The interactive design of FLPA allowed students to physically manipulate the virtual measuring mechanism, rather than passively observe dynamic or static images. The students were randomly assigned to different multimedia groups. The results of a one-way ANOVA analysis indicated that (1) there was a significant difference with a large effect size ( f = .69) in mental effort ratings among three groups, and the post-hoc test indicated that FLPA imposed less cognitive load on students than did SG ( p = .007); (2) the differences of practical performance scores among groups reached the statistic significant level with a large effect size ( f = .76), and the post-hoc test indicated that FLPA fostered better learning outcomes than both SLPA and SG ( p = .004 and p = .05, respectively); (3) the difference in instructional efficiency that was computed by the z-score combination of students' mental effort ratings and practical performance scores among the three groups obtained the statistic significant level with a large effect size ( f = .79), and the post-hoc test indicated that FLPA brought students higher instructional efficiency than those of both SLPA and SG ( p = .01 and .005, respectively); (4) no significant effect was found in instructional time-spans between groups ( p = .637). Overall, FLPA was recommended as the best multimedia form to facilitate topographic measurement learning. The implications of instructional multimedia design were discussed from the perspective of cognitive load theory.

An interactive computer code for calculation of gas-phase chemical equilibrium (EQLBRM)

NASA Technical Reports Server (NTRS)

Pratt, B. S.; Pratt, D. T.

1984-01-01

A user friendly, menu driven, interactive computer program known as EQLBRM which calculates the adiabatic equilibrium temperature and product composition resulting from the combustion of hydrocarbon fuels with air, at specified constant pressure and enthalpy is discussed. The program is developed primarily as an instructional tool to be run on small computers to allow the user to economically and efficiency explore the effects of varying fuel type, air/fuel ratio, inlet air and/or fuel temperature, and operating pressure on the performance of continuous combustion devices such as gas turbine combustors, Stirling engine burners, and power generation furnaces.

Effects of Instructional Events in Computer-Based Instruction

ERIC Educational Resources Information Center

Martin, Florence; Klein, James; Sullivan, Howard

2004-01-01

Forty years ago, Robert Gagne published the first edition of his book The Conditions of Learning (1965) in which he proposed nine events of instruction that provide a sequence for organizing a lesson. These events remain the foundation of current instructional design practice (Reiser, 2002; Richey, 2000). They represent desirable conditions in an…

Digital computer operation of a nuclear reactor

DOEpatents

Colley, R.W.

1982-06-29

A method is described for the safe operation of a complex system such as a nuclear reactor using a digital computer. The computer is supplied with a data base containing a list of the safe state of the reactor and a list of operating instructions for achieving a safe state when the actual state of the reactor does not correspond to a listed safe state, the computer selects operating instructions to return the reactor to a safe state.

Digital computer operation of a nuclear reactor

DOEpatents

Colley, Robert W.

1984-01-01

A method is described for the safe operation of a complex system such as a nuclear reactor using a digital computer. The computer is supplied with a data base containing a list of the safe state of the reactor and a list of operating instructions for achieving a safe state when the actual state of the reactor does not correspond to a listed safe state, the computer selects operating instructions to return the reactor to a safe state.

Web-based vs. traditional classroom instruction in gerontology: a pilot study.

PubMed

Gallagher, Judith E; Dobrosielski-Vergona, Kathleen A; Wingard, Robin G; Williams, Theresa M

2005-01-01

Numerous studies have documented comparable outcomes from Web-based and traditional classroom instruction. However, there is a paucity of literature comparing these two delivery formats for gerontology courses in dental hygiene curricula. This study examines the effectiveness of alternative methods of course delivery by comparing student profiles and instructional outcomes from a dental hygiene gerontology course offered both on the Web and in a traditional classroom setting. Questionnaires were sent to both groups of students completing the course. The instrument was designed to establish profiles of the participating students. The data collected included familiarity with Web-based instruction, extent of prior computer training, previous interaction with the elderly, and student evaluations of course effectiveness. Traditional instructional outcomes from evaluated course work were compared, as were post-course exam outcomes that assessed retention of course information six months after course completion. The statistical significance of these data was determined using Statistical Package for Social Scientists software (SPSS, Inc., version 12.0, Chicago, IL). A comparison of student characteristics enrolled in the two course formats revealed marked differences. The Web-based group (n=12) included dental hygiene students (67%) and other health care providers (25%). All participants in the traditional classroom format (n=32) were dental hygiene students. Half of the Web-based respondents were over 25 years of age, and the majority (n=8) had previously taken an online course. The majority of traditional classroom students were 25 years of age or younger (n=21) and had never taken a Web-based course (n=20). Statistically significant differences in instructional outcomes were observed between students enrolled in these two formats. Student retention of course material six months after completion of the course was greater in the Web-based format. Students selecting a Web-based course format demonstrated greater motivation and learning success based on final course grades, completion of assignments, and knowledge retention over time. Age, previous experience with online courses, and selection of teaching mode are factors that may confound course delivery method to influence instructional outcomes in a gerontology course within a dental hygiene curriculum.

What To Do, Instead of Counterproductive, Standardized Curricula and Testing.

ERIC Educational Resources Information Center

Keegan, Mark

1993-01-01

Presents evidence against the use of standardized curricula and testing and in favor of discovery-based instruction. Describes a successful experience with a relatively new form of discovery-based instruction, the scenario educational computer software. (AEF)

Bibliographic Research and the Love of Learning.

ERIC Educational Resources Information Center

Weiskel, Timothy C.

1985-01-01

Discusses the design and several applications of the computer program, BIBLIO-File. Designed primarily for interactive bibliographic instruction and research, this program allows users to enter, sort, index, search, and print annotated bibliographic information. (MBR)

Using a Diagnosis-Based Approach to Individualize Instructional Explanations in Computer-Mediated Communication

ERIC Educational Resources Information Center

Wittwer, Jorg; Nuckles, Matthias; Renkl, Alexander

2010-01-01

To maximize the effectiveness of instructional explanations, they should be tailored to an individual learner. However, instructors are often not able to collect diagnostically relevant information about a learner to individualize their explanations. This is particularly true in computer-mediated settings where it is more difficult to thoroughly…

Effect of Network-Assisted Language Teaching Model on Undergraduate English Skills

ERIC Educational Resources Information Center

He, Chunyan

2013-01-01

With the coming of the information age, computer-based teaching model has had an important impact on English teaching. Since 2004, the trial instruction on Network-assisted Language Teaching (NALT) Model integrating the English instruction and computer technology has been launched at some universities in China, including China university of…

Computer Managed Instruction at Arthur Andersen & Company: A Status Report.

ERIC Educational Resources Information Center

Dennis, Verl E.; Gruner, Dennis

1992-01-01

Computer managed instruction (CMI) based on the principle of mastery learning has been cost effective for job training in the tax division of Arthur Andersen & Company. The CMI software system, which uses computerized pretests and posttests to monitor training, has been upgraded from microcomputer use to local area networks. Success factors at…

Investigating the Effectiveness of an Active Learning Based-Interactive Conceptual Instruction (ALBICI) on Electric Field Concept

ERIC Educational Resources Information Center

Samsudin, Achmad; Suhandi, Andi; Rusdiana, Dadi; Kaniawati, Ida; Costu, Bayram

2016-01-01

The aim of this study was to develop an Active Learning Based-Interactive Conceptual Instruction (ALBICI) model through PDEODE*E tasks (stands for Predict, Discuss, Explain, Observe, Discuss, Explore, and Explain) for promoting conceptual change and investigating its effectiveness of pre-service physics teachers' understanding on electric field…

Perceived Ownership of Avatars Influences Visual Perspective Taking

PubMed Central

Böffel, Christian; Müsseler, Jochen

2018-01-01

Modern computer-based applications often require the user to interact with avatars. Depending on the task at hand, spatial dissociation between the orientations of the user and the avatars might arise. As a consequence, the user has to adopt the avatar’s perspective and identify herself/himself with the avatar, possibly changing the user’s self-representation in the process. The present study aims to identify the conditions that benefit this change of perspective with objective performance measures and subjective self-estimations by integrating the idea of avatar-ownership into the cognitive phenomenon of spatial compatibility. Two different instructions were used to manipulate a user’s perceived ownership of an avatar in otherwise identical situations. Users with the high-ownership instruction reported higher levels of perceived ownership of the avatar and showed larger spatial compatibility effects from the avatar’s point of view in comparison to the low ownership instruction. This supports the hypothesis that perceived ownership benefits perspective taking. PMID:29887816

Endpoint-based parallel data processing with non-blocking collective instructions in a parallel active messaging interface of a parallel computer

DOE Office of Scientific and Technical Information (OSTI.GOV)

Archer, Charles J; Blocksome, Michael A; Cernohous, Bob R

Endpoint-based parallel data processing with non-blocking collective instructions in a PAMI of a parallel computer is disclosed. The PAMI is composed of data communications endpoints, each including a specification of data communications parameters for a thread of execution on a compute node, including specifications of a client, a context, and a task. The compute nodes are coupled for data communications through the PAMI. The parallel application establishes a data communications geometry specifying a set of endpoints that are used in collective operations of the PAMI by associating with the geometry a list of collective algorithms valid for use with themore » endpoints of the geometry; registering in each endpoint in the geometry a dispatch callback function for a collective operation; and executing without blocking, through a single one of the endpoints in the geometry, an instruction for the collective operation.« less

A 3-D Approach for Teaching and Learning about Surface Water Systems through Computational Thinking, Data Visualization and Physical Models

NASA Astrophysics Data System (ADS)

Caplan, B.; Morrison, A.; Moore, J. C.; Berkowitz, A. R.

2017-12-01

Understanding water is central to understanding environmental challenges. Scientists use `big data' and computational models to develop knowledge about the structure and function of complex systems, and to make predictions about changes in climate, weather, hydrology, and ecology. Large environmental systems-related data sets and simulation models are difficult for high school teachers and students to access and make sense of. Comp Hydro, a collaboration across four states and multiple school districts, integrates computational thinking and data-related science practices into water systems instruction to enhance development of scientific model-based reasoning, through curriculum, assessment and teacher professional development. Comp Hydro addresses the need for 1) teaching materials for using data and physical models of hydrological phenomena, 2) building teachers' and students' comfort or familiarity with data analysis and modeling, and 3) infusing the computational knowledge and practices necessary to model and visualize hydrologic processes into instruction. Comp Hydro teams in Baltimore, MD and Fort Collins, CO are integrating teaching about surface water systems into high school courses focusing on flooding (MD) and surface water reservoirs (CO). This interactive session will highlight the successes and challenges of our physical and simulation models in helping teachers and students develop proficiency with computational thinking about surface water. We also will share insights from comparing teacher-led vs. project-led development of curriculum and our simulations.

Training cognitive control in older adults with the space fortress game: the role of training instructions and basic motor ability.

PubMed

Blumen, Helena M; Gopher, Daniel; Steinerman, Joshua R; Stern, Yaakov

2010-01-01

This study examined if and how cognitively healthy older adults can learn to play a complex computer-based action game called the Space Fortress (SF) as a function of training instructions [Standard vs. Emphasis Change (EC); e.g., Gopher et al., 1989] and basic motor ability. A total of 35 cognitively healthy older adults completed a 3-month SF training program with three SF sessions weekly. Twelve 3-min games were played during each session. Basic motor ability was assessed with an aiming task, which required rapidly rotating a spaceship to shoot targets. Older adults showed improved performance on the SF task over time, but did not perform at the same level as younger adults. Unlike studies of younger adults, overall SF performance in older adults was greater following standard instructions than following EC instructions. However, this advantage was primarily due to collecting more bonus points and not - the primary goal of the game - shooting and destroying the fortress, which in contrast benefited from EC instructions. Basic motor ability was low and influenced many different aspects of SF game learning, often interacted with learning rate, and influenced overall SF performance. These findings show that older adults can be trained to deal with the complexity of the SF task but that overall SF performance, and the ability to capitalize on EC instructions, differs when a basic ability such as motor control is low. Hence, the development of this training program as a cognitive intervention that can potentially compensate for age-related cognitive decline should consider that basic motor ability can interact with the efficiency of training instructions that promote the use of cognitive control (e.g., EC instructions) - and the confluence between such basic abilities and higher-level cognitive control abilities should be further examined.

Training Cognitive Control in Older Adults with the Space Fortress Game: The Role of Training Instructions and Basic Motor Ability

PubMed Central

Blumen, Helena M.; Gopher, Daniel; Steinerman, Joshua R.; Stern, Yaakov

2010-01-01

This study examined if and how cognitively healthy older adults can learn to play a complex computer-based action game called the Space Fortress (SF) as a function of training instructions [Standard vs. Emphasis Change (EC); e.g., Gopher et al., 1989] and basic motor ability. A total of 35 cognitively healthy older adults completed a 3-month SF training program with three SF sessions weekly. Twelve 3-min games were played during each session. Basic motor ability was assessed with an aiming task, which required rapidly rotating a spaceship to shoot targets. Older adults showed improved performance on the SF task over time, but did not perform at the same level as younger adults. Unlike studies of younger adults, overall SF performance in older adults was greater following standard instructions than following EC instructions. However, this advantage was primarily due to collecting more bonus points and not – the primary goal of the game – shooting and destroying the fortress, which in contrast benefited from EC instructions. Basic motor ability was low and influenced many different aspects of SF game learning, often interacted with learning rate, and influenced overall SF performance. These findings show that older adults can be trained to deal with the complexity of the SF task but that overall SF performance, and the ability to capitalize on EC instructions, differs when a basic ability such as motor control is low. Hence, the development of this training program as a cognitive intervention that can potentially compensate for age-related cognitive decline should consider that basic motor ability can interact with the efficiency of training instructions that promote the use of cognitive control (e.g., EC instructions) – and the confluence between such basic abilities and higher-level cognitive control abilities should be further examined. PMID:21120135

Comparing the Pre- and Posttest Scores in Relations to the Emporium and the Hands-on Instructional Approaches of Teaching Science in Prekindergarten

NASA Astrophysics Data System (ADS)

Headen, Patricia Ann

This quantitative, quasi-experimental research investigated if two instructional approaches, the Emporium Computer-Based (Group 2) versus the hands-on approach (Group 1), resulted any difference in student achievement in science for four-year-old prekindergarten students at a private childcare facility in North Carolina. Three research questions hypothesized these relationships: (a) Group 2 versus Group 1 assessed student achievement as theoretically based on Piaget and Vygotsky's perspectives of child development, (b) the instructional approaches related to gender, and (c) the instructional approaches interrelated to ethnicity. Using a two-factor ANOVA and ANCOVA techniques, involved a convenience sample of 126 four-year-old prekindergarten students of which a convenience sample of 126 participated. The Assessment of Measurements for Pre-K (AMP-K), pretest and posttest scores of each group of 63 students measured student achievement. The t tests determined if a significant difference in student achievement existed (dependent variable) with the Emporium Computer-Based versus hands-on instructional approaches (independent variables). The posttest scores of Group 2 (p = 0.00), indicated a significant difference in student achievement. However, gender and ethnicity variables had no effect on student achievement, male (M = 36.14, SD = 19.61) and female (M = 42.91, SD = 18.99) with (p = 0.49), and ethnicity resulted, F (1,125) = 1.65, (p = 0.20). These results suggested that further research on the Emporium Computer-Based instructional approach could improve students' intellectual abilities through more innovative practices.

Restructuring Training and Education through Technology. Proceedings of the Annual Conference of the Association for the Development of Computer-Based Instructional Systems (32nd, San Diego, California, October 29-November 1, 1990).

ERIC Educational Resources Information Center

Dalton, David W., Ed.

The theme of the 32nd International Association for the Development of Computer-Based Instructional Systems (ADCIS) Conference was "Restructuring Training and Education through Technology." This collection of conference presentations contains 52 papers and 183 abstracts for which there are no formal papers. The papers and abstracts are presented…

Endpoint-based parallel data processing with non-blocking collective instructions in a parallel active messaging interface of a parallel computer

DOE Office of Scientific and Technical Information (OSTI.GOV)

Archer, Charles J; Blocksome, Michael A; Cernohous, Bob R

Methods, apparatuses, and computer program products for endpoint-based parallel data processing with non-blocking collective instructions in a parallel active messaging interface (`PAMI`) of a parallel computer are provided. Embodiments include establishing by a parallel application a data communications geometry, the geometry specifying a set of endpoints that are used in collective operations of the PAMI, including associating with the geometry a list of collective algorithms valid for use with the endpoints of the geometry. Embodiments also include registering in each endpoint in the geometry a dispatch callback function for a collective operation and executing without blocking, through a single onemore » of the endpoints in the geometry, an instruction for the collective operation.« less

The importance of explicitly mapping instructional analogies in science education

NASA Astrophysics Data System (ADS)

Asay, Loretta Johnson

Analogies are ubiquitous during instruction in science classrooms, yet research about the effectiveness of using analogies has produced mixed results. An aspect seldom studied is a model of instruction when using analogies. The few existing models for instruction with analogies have not often been examined quantitatively. The Teaching With Analogies (TWA) model (Glynn, 1991) is one of the models frequently cited in the variety of research about analogies. The TWA model outlines steps for instruction, including the step of explicitly mapping the features of the source to the target. An experimental study was conducted to examine the effects of explicitly mapping the features of the source and target in an analogy during computer-based instruction about electrical circuits. Explicit mapping was compared to no mapping and to a control with no analogy. Participants were ninth- and tenth-grade biology students who were each randomly assigned to one of three conditions (no analogy module, analogy module, or explicitly mapped analogy module) for computer-based instruction. Subjects took a pre-test before the instruction, which was used to assign them to a level of previous knowledge about electrical circuits for analysis of any differential effects. After the instruction modules, students took a post-test about electrical circuits. Two weeks later, they took a delayed post-test. No advantage was found for explicitly mapping the analogy. Learning patterns were the same, regardless of the type of instruction. Those who knew the least about electrical circuits, based on the pre-test, made the most gains. After the two-week delay, this group maintained the largest amount of their gain. Implications exist for science education classrooms, as analogy use should be based on research about effective practices. Further studies are suggested to foster the building of research-based models for classroom instruction with analogies.

Hypertext, Hypermedia, and Metacognition: Research and Instructional Implications for Disabled Readers.

ERIC Educational Resources Information Center

Balajthy, Ernest

1990-01-01

The article examines the potential impact of computer-based text technologies, called hypermedia, on disabled readers. Discussed are hypertext, the hypercard, and implications of metacognitive research (such as author versus user control over text manipulations), instructional implications, and instructional text engineering. (DB)

Instructional Applications of Hypermedia: Functional Features, Limitations, and Research Issues.

ERIC Educational Resources Information Center

Park, Ok-choon

1992-01-01

Defines hypermedia and describes the structure and functional requirements of a hypermedia program. Potentials of hypermedia for instructional delivery, idea generation and organization, file storage and organization, and development of computer-based instruction materials are discussed. Several research issues related to instructional…

Towards Individualized Instruction with Technology-Enabled Tools and Methods: An Exploratory Study. CRESST Report 854

ERIC Educational Resources Information Center

Chung, Gregory K. W. K.; Delacruz, Girlie C.; Dionne, Gary B.; Baker, Eva L.; Lee, John J.; Osmundson, Ellen

2016-01-01

This report addresses a renewed interest in individualized instruction, driven in part by advances in technology and assessment as well as a persistent desire to increase the access, efficiency, and cost effectiveness of training and education. Using computer-based instruction we delivered extremely efficient instruction targeted to low knowledge…

Redesigning Instruction through Web-based Course Authoring Tools.

ERIC Educational Resources Information Center

Dabbagh, Nada H.; Schmitt, Jeff

1998-01-01

Examines the pedagogical implications of redesigning instruction for Web-based delivery through a case study of an undergraduate computer science course. Initially designed for a traditional learning environment, this course transformed to a Web-based course using WebCT, a Web-based course authoring tool. Discusses the specific features of WebCT.…

Analyzing the Knowledge Construction and Cognitive Patterns of Blog-Based Instructional Activities Using Four Frequent Interactive Strategies (Problem Solving, Peer Assessment, Role Playing and Peer Tutoring): A Preliminary Study

ERIC Educational Resources Information Center

Wang, Shu-Ming; Hou, Huei-Tse; Wu, Sheng-Yi

2017-01-01

Instructional strategies can be helpful in facilitating students' knowledge construction and developing advanced cognitive skills. In the context of collaborative learning, instructional strategies as scripts can guide learners to engage in more meaningful interaction. Previous studies have been investigated the benefits of different instructional…

Visuals for Interactive Video: Old Fashioned Images for a New Fangled Technology.

ERIC Educational Resources Information Center

Braden, Roberts A.

Pointing out that interactive video (IAV) represents a synthesis of four primary technologies--computers, television, visual design, and instructional design--this paper discusses the what, why, and how of IAV visuals. The features and relevant aspects of each technology are briefly discussed, as well as the impact of each of these technologies…

"Peau d'Ane" videodisque interactif de francais, langue etrangere ("Donkey's Hide," an Interactive Videodisc in French as a Second Language).

ERIC Educational Resources Information Center

Garrigues, Mylene

1985-01-01

The characteristics of videodisc technology are outlined, and a project undertaken to create an interactive videodisc for French language instruction is described, including the efforts to eliminate physical barriers between the computer and the user, pedagogical strategy and material, programing technicalities, and other details of production.…

Interactive Whiteboards in Early Childhood Mathematics: Strategies for Effective Implementation in Pre-K-Grade 3

ERIC Educational Resources Information Center

Linder, Sandra M.

2012-01-01

Teachers are using technological innovations--including interactive whiteboards--in pre-K-grade 3 classrooms across the country. An IWB is a wall-mounted, touch-sensitive flat screen. When connected to a computer (or another electronic device) and a projector, it displays enlarged instructional content (such as a math word problem, pictures or…

K-12 Teachers' Perceptions of and Their Satisfaction with Interaction Type in Blended Learning Environments

ERIC Educational Resources Information Center

Kuo, Yu-Chun; Belland, Brian R.; Schroder, Kerstin E. E.; Walker, Andrew E.

2014-01-01

Blended learning is an effective approach to instruction that combines features of face-to-face learning and computer-mediated learning. This study investigated the relationship between student perceptions of three types of interaction and blended learning course satisfaction. The participants included K-12 teachers enrolled in a graduate-level…

Helping Second Language Literature Learners Overcome E-Learning Difficulties: LET-NET Team Teaching with Online Peer Interaction

ERIC Educational Resources Information Center

Wu, Pin-Hsiang Natalie; Marek, Michael W.

2013-01-01

This study presents and discusses results from an EFL second language literature program in which the instructional design included a team teaching scheme, blended learning practice, and computer-mediated peer-interaction. The team teaching plan used a Mandarin speaking English teacher and a Native English-speaking teacher collaborating and…

Effects of Multimedia, Computer-Based Instruction on Grocery Shopping Fluency

ERIC Educational Resources Information Center

Mechling, Linda C.

2004-01-01

Research supports the importance of teaching skills within the contexts that they will be used (Falvey, 1989; Nietupski, Clancy, Wehrmacher, & Parmer, 1985), yet many school-based programs face resource constraints which limit the number of opportunities where instruction can occur in authentic, community-based settings. When community-based…

Instructional design in mathematics for undergraduate students based on learning by mistakes approach utilizing scilab assistance

NASA Astrophysics Data System (ADS)

Kartika, H.

2018-03-01

The issue related to making mistake while learning such as negative emotion is found while students learn mathematics with the aid of a computer. When the computer output showed a mistake message, the students considered it as a computer software malfunction. Based on this issue, the writer designs an instructional model based on learning by mistake approach and which is Scilab assisted. The method used in this research is research design involving undergraduate students in matrix algebra courses. The data collected throught survey with questionnaire to gain feedback about the approach implemented. The data analyzed using quantitative descriptive. The instructional design proposed is the student act as a mistake corrector while the teacher acts as a mistake maker. Teacher deliberately makes mistakes with the help of Scilab software. On the other hand, students correct, analyze and explain errors resulting from Scilab software. The result of this research is an ICT based instructional design which is expected to be applicable as an alternative learning in directing students to think positively about mistakes in learning. Furthermore, students are also expected to improve their ability in understanding and thinking critically while solving problems and improving themselves in learning mathematics.

Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders’ Word Reading Achievement

PubMed Central

Morrison, Frederick J.; Schatschneider, Christopher; Toste, Jessica; Lundblom, Erin; Crowe, Elizabeth C; Fishman, Barry

2011-01-01

Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes. PMID:22229058

Approach-Method Interaction: The Role of Teaching Method on the Effect of Context-Based Approach in Physics Instruction

ERIC Educational Resources Information Center

Pesman, Haki; Ozdemir, Omer Faruk

2012-01-01

The purpose of this study is to explore not only the effect of context-based physics instruction on students' achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual…