Attitudinal Study of Graphic Computer-Based Instruction for Punctuation

1986 ◽  
Vol 16 (3) ◽  
pp. 267-272 ◽  
Author(s):  
Carolena L. Smith
Keyword(s):  
Student Attitude ◽  
Attitude Questionnaire ◽  
Treatment Groups ◽  
Computer Based Instruction ◽  
Significant Difference ◽  
Computer Based ◽  
Based Instruction ◽  
Relationship Of ◽  
The Relationship

The purpose of this study was to evaluate the relationship of student attitude using graphic enhanced versus nongraphic enhanced computer-based instruction. Four intact groups were randomly assigned treatment. Two groups received graphic instruction and two groups received nongraphic computer-based instruction. An attitude questionnaire was administered to evaluate student attitude toward the graphic and nongraphic computer-based instruction. Results of t-tests indicated there was no significant difference in attitude scores between graphic and nongraphic treatment groups at the .05 level.

Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction

1996 ◽  
Vol 25 (1) ◽  
pp. 25-35 ◽  
Author(s):  
Yong-Chil Yang ◽  
Wee-Kyo Chin
Keyword(s):  
Control Strategies ◽  
Motivational Factors ◽  
Instructional Materials ◽  
Program Control ◽  
Computer Based Instruction ◽  
Instructional Control ◽  
Significant Difference ◽  
Post Test ◽  
Computer Based ◽  
Based Instruction

The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.

Relationship of Microcomputer-Based Instruction and Learning Style

1985 ◽  
Vol 13 (4) ◽  
pp. 265-270 ◽  
Author(s):  
Carolena L. Smith
Keyword(s):  
Learning Style ◽  
Instructional Process ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
The Difference ◽  
Instruction And Learning ◽  
Based Instruction ◽  
Relationship Of ◽  
The Relationship

In this technological age, sight must not be lost in recognizing individual differences in applying technology to the instructional process. The purpose of this study was to investigate the relationship between achievement of field-dependent and field-independent students using microcomputer instruction. T-test was calculated on mean posttest scores to analyze the difference between the groups. There was a significant difference at the 0.5 level in testing the null hypothesis of no difference between the groups in this study.

Audio and Text Density in Computer-Based Instruction

2000 ◽  
Vol 22 (2) ◽  
pp. 217-230 ◽  
Author(s):  
Carol M. Koroghlanian ◽  
Howard J. Sullivan
Keyword(s):  
Undergraduate Students ◽  
Full Text ◽  
The Other ◽  
Computer Experience ◽  
Computer Based Instruction ◽  
Significant Difference ◽  
Computer Based ◽  
Text Density ◽  
Based Instruction ◽  
Better Than

This study investigated the effects of audio and text density on the achievement, time-in-program, and attitudes of 134 university undergraduate students. Data concerning the participants' pre-existing computer skills and experience, as well as demographic information, were also collected. The instruction in visual design principles was delivered by a CBI program and included numerous illustrations. Participants were randomly assigned to one of three presentation versions of the instruction: Text Only, Full Text-Full Audio, or Lean Text-Full Audio. No significant difference in achievement was found between the three treatment groups, however there was a significant difference in learning efficiency, with the Text Only group requiring significantly less instructional time and achieving as well on the posttest as each of the other two groups. Significant differences in achievement were obtained for overall computer experience (participants with more computer experience performed better than those with less) and gender (females performed better than males). Overall, attitudes toward the instruction were favorable with participants in the Full Text-Full Audio treatment responding less favorably than their counterparts in the other two treatments. The findings have implications for the use of audio, text and graphics in the instructional design of computer-based instruction.

scholarly journals Personalizing the design of computer-based instruction to enhance learning

2011 ◽  
Vol 6 (2) ◽  
Author(s):  
Hitendra Pillay ◽  
Wageeh Boles ◽  
Leonard Raj
Keyword(s):  
Teaching And Learning ◽  
Instructional Material ◽  
Learning Theories ◽  
Effective Learning ◽  
Computer Based Instruction ◽  
Computer Based ◽  
Programming Software ◽  
Based Instruction ◽  
The Relationship ◽  
Educational Delivery

The continued innovations in multimedia technology and powerful programming software ensure that computer-based instruction (CBI) will become an integral part of our teaching and learning process and a dominant educational delivery system in many parts of the world (Boric, 1991). Yet despite the popularity of CBI material, there is a gap in understanding of the relationship between multimedia and learning. Kozma (1994) argues that any understanding of the relationship between media and learning must be grounded in cognitive and social processes associated with knowledge construction. Due to a lack of understanding of the relationship between learning and multimedia, the incentive for developing CBI packages has been the innovative alternative in information technology for presenting instructional material rather than learning theories (Ambron and Hooper, 1990). Hence, Hedberg, Harper and Brown (1993) have called for a closer examination of ways in which information is accessed and processed in current learning packages as a basis for designing CBI packages for effective learning outcomes.DOI:10.1080/0968776980060203

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