scholarly journals Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0259664
Author(s):  
Johann Chevalère ◽  
Loreleï Cazenave ◽  
Mickaël Berthon ◽  
Ruben Martinez ◽  
Vincent Mazenod ◽  
...  
Keyword(s):  
Working Memory ◽  
Multilevel Modelling ◽  
Modern Method ◽  
Computer Assisted Instruction ◽  
Cognitive Factors ◽  
Computer Assisted ◽  
Digital Learning ◽  
School Students ◽  
Inquiry Based Learning ◽  
Assisted Instruction

The Covid-19 pandemic has led millions of students worldwide to intensify their use of digital education. This massive change is not reflected by the scant scientific research on the effectiveness of methods relying on digital learning compared to other innovative and more popular methods involving face-to-face interactions. Here, we tested the effectiveness of computer-assisted instruction (CAI) in Science and Technology compared to inquiry-based learning (IBL), another modern method which, however, requires students to interact with each other in the classroom. Our research also considered socio-cognitive factors–working memory (WM), socioeconomic status (SES), and academic self-concept (ASC)–known to predict academic performance but usually ignored in research on IBL and CAI. Five hundred and nine middle-school students, a fairly high sample size compared with relevant studies, received either IBL or CAI for a period varying from four to ten weeks prior to the Covid-19 events. After controlling for students’ prior knowledge and socio-cognitive factors, multilevel modelling showed that CAI was more effective than IBL. Although CAI-related benefits were stable across students’ SES and ASC, they were particularly pronounced for those with higher WM capacity. While indicating the need to adapt CAI for students with poorer WM, these findings further justify the use of CAI both in normal times (without excluding other methods) and during pandemic episodes.

Psychology of Computer Use: VI. Effectiveness of Computer-Assisted Instruction in Expository Writing

1988 ◽  
Vol 67 (3) ◽  
pp. 871-877 ◽  
Author(s):  
Thomas E. Scruggs
Keyword(s):  
High School Students ◽  
Crossover Design ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Expository Writing ◽  
School Students ◽  
Writing Assignments ◽  
Task Behavior ◽  
On Task Behavior ◽  
Assisted Instruction

31 high school students were given writing assignments on a computer-writing program (WANDAH) or on a free writing control condition in a crossover design in which order of condition and writing topics were counterbalanced. Results indicated that students in the WANDAH condition wrote significantly more words, longer sentences, and showed significantly longer on-task behavior. However, the proportion of “be” (inactive) words per sentence and number of sentences written were apparently not affected by the WANDAH program. Significant differences in variances were also observed between conditions on number of words written per T-unit. Survey data indicated that students favored writing with this computer program over writing by hand.

Development of Computer-Assisted Instruction Lesson on Immune System Organs and Immune System Diseases

2018 ◽  
Vol 879 ◽  
pp. 276-283
Author(s):  
Monamorn Precharattana
Keyword(s):  
Immune System ◽  
Qualitative Data ◽  
T Test ◽  
Assessment Tools ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
School Students ◽  
Immune System Diseases ◽  
Assessment Techniques ◽  
Assisted Instruction

Recent advances in computer technology have led to the creation and development of computer-assisted instruction (CAI), which are rapidly assuming a prominent role in many fields of education. The development process includes analyzing lesson and users, designing computing lesson and assessment techniques, constructing computing lesson and assessment tools, and evaluating the lesson through users feedback. In this work, we aim to (i) Develop computer-assisted instruction of immune system organs and immune system diseases, and (ii) Examine efficiency of the developed CAI. A total of 142 secondary school students was involved in the study. Pretest-Posttest and Satisfaction questionnaire for the students towards the CAI were used as research instruments. The quantitative data was analyzed by t-test, and the qualitative data was analyzed by content analysis. The paired-sample t-test indicated a significant enhancement of students’ understanding after the using of developed instruction at .05 significant level. Moreover, the students were very satisfied with the developed CAI.

Elaborated Corrective Feedback and the Acquisition of Reasoning Skills: A Study of Computer-Assisted Instruction

1987 ◽  
Vol 54 (3) ◽  
pp. 254-262 ◽  
Author(s):  
Maria Collins ◽  
Douglas Carnine ◽  
Russell Gersten
Keyword(s):  
High School Students ◽  
Corrective Feedback ◽  
Computer Assisted Instruction ◽  
Test Time ◽  
Computer Assisted ◽  
School Students ◽  
Criterion Referenced Test ◽  
Reasoning Skills ◽  
Criterion Referenced ◽  
Assisted Instruction

The study compared basic and elaborated corrections within the context of otherwise identical computer-assisted instruction (CAI) programs that taught reasoning skills. Twelve learning disabled and 16 remedial high school students were randomly assigned to either the basic-corrections or elaborated-corrections treatment. Criterion-referenced test scores were significantly higher for the elaborated-corrections treatment on both the post and maintenance tests and on the transfer test. Time to complete the program did not differ significantly for the two groups.

scholarly journals Automated and Amplified: Active Learning with Computers and Radio (1965-1979)

2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Anne Trumbore
Keyword(s):  
Instructional Design ◽  
Student Engagement ◽  
Active Learning ◽  
Elementary School Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
School Students ◽  
Use Of Technology ◽  
Global Access ◽  
Assisted Instruction

Two combined design cases examine historically significant projects in technology-assisted instruction developed at Stanford in the 1960’s and 1970’s: Computer Assisted Instruction (CAI) for elementary school students, and the Nicaraguan Radio Mathematics Project (NRMP). The combination of the cases allows for the exploration of the commonalities in instructional design, use of technology, and methodology of each project, and reveals the practical and theoretical forces which positioned the highly experimental CAI as the genesis of NRMP, which became the model for Interactive Radio Instruction (IRI) which itself fulfilled the initial projects’ vision of active learning at scale. Today, as we pursue these same goals of student engagement and global access, these two integrated cases offer the successes and failures of the early experiments as considerations for our present designs while establishing a clearer intellectual heritage of technology-enhanced instruction. 

The Impact of Pedagogical Agent on Learners’ Motivation and Academic Success

2015 ◽  
Vol 10 (4) ◽  
pp. 329-348 ◽  
Author(s):  
Serkan Dincer ◽  
Ahmet Doganay
Keyword(s):  
Academic Success ◽  
Test Method ◽  
Computer Assisted Instruction ◽  
Pedagogical Agents ◽  
Computer Assisted ◽  
Material Research ◽  
Pedagogical Agent ◽  
School Students ◽  
Assisted Instruction ◽  
The Impact

AbstractPedagogical agent is generally described as educational programs that guide, motivate learners while encouraging them during learning by providing feedback. The tasks (informative, guiding, or friend, etc.) and types (human-like, cartoon character, audio, text, etc.) of these modules can be classified based on various variables. Although computer-assisted instruction software is commonly used as a teaching material, research on modules integrated on such programs is scarce. Studies in the field have revealed that such computer-assisted instruction programs increase motivation of learners. In order to keep motivation levels high, these programs need to be adopted depending on the individual needs. Therefore, it can be beneficial to integrate software designed that can be personalized. In this respect, the present study was conducted with secondary school students to identify the impact of pedagogical agent on learners’ academic success and motivation. For the purpose of the study, four groups were formed. The first group received education via fixed pedagogical agent, the second group had the option to choose among several pedagogical agents, the third group received the education without pedagogical agent and finally the last group received the same education through traditional (non-computer) way. This four-week program was introduced to students via MS Excel program and the data was gathered as pre- and post-test method. The findings have revealed that interfaces impacted motivation and accordingly academic success in a positive way. As a result of the study, it is suggested that learners should be provided programs that can be personalized depending on learners’ needs and preferences.

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