Computer-Based Thermodynamics

2002 ◽  
Vol 30 (4) ◽  
pp. 427-436
Author(s):  
Kenneth L. Tuttle ◽  
Chih Wu
Keyword(s):  
Parametric Analysis ◽  
Thermodynamic Cycle ◽  
Computer Assisted ◽  
Traditional Theory ◽  
Naval Academy ◽  
New Approach ◽  
Thermodynamic Cycles ◽  
Computer Based ◽  
Approach To Teaching ◽  
Assisted Instruction

A new computer-based approach to teaching thermodynamics is being developed and tried by two mechanical engineering professors at the U.S. Naval Academy. The course uses sophisticated software, in this case CyclePad, to work all of the homework problems. A new text, written with traditional theory but computer-based problems, accommodates the new approach. The new course is scheduled for Fall Term 2001 at the Naval Academy. Computer-based thermodynamics courses teach the same theory as traditional thermodynamics courses as well as the same types of problems. However, traditional thermodynamic cycle hand calculations are replaced by cycle calculations using CyclePad. This new example of Intelligent Computer-Assisted Instruction, ICAI, switches emphasis from learning cycle calculations to learning cause and effect through parametric analysis. Parametric analysis is made feasible through experimentation using computer models. For this, CyclePad has artificial intelligence, sensitivity analysis and graphical presentation capabilities. Traditionally, thermodynamics culminates in analysis of the thermodynamic cycles. In this course, students will progress well beyond traditional thermodynamics courses by emphasizing cycle analysis.

The Effect of Computer-Assisted Instruction on Challenging Behavior and Academic Engagement

2020 ◽  
pp. 109830072092968
Author(s):  
Lauren M. LeJeune ◽  
Christopher J. Lemons
Keyword(s):  
Challenging Behavior ◽  
Academic Engagement ◽  
Single Case ◽  
Challenging Behaviors ◽  
Performance Assessments ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Alternating Treatments Design ◽  
Computer Based ◽  
Assisted Instruction

Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants were three students with IDD (7 to 9 years old) who engaged in challenging behaviors during instruction. We used a single-case alternating treatments design to compare levels of challenging behavior and academic engagement during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants. In addition, the CAI condition corresponded with higher scores on academic performance assessments for one participant. Although teacher and student measures of social validity were positive, there was limited evidence that results maintained. These findings are described in relation to their limitations, future directions for research, and impact on practitioners.

The Evaluation of a Complex Computer-Based Flight Procedures Trainer

1979 ◽  
Vol 21 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Stanley R. Trollip
Keyword(s):  
Training Sequence ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Training Requirements ◽  
Alternative Method ◽  
Computer Based ◽  
Assisted Instruction ◽  
Complex Computer

Skills such as flying holding patterns are taught in planes or simulators. An alternative method is to use computer-assisted instruction (CAI) which emphasizes training requirements rather than physical fidelity. Such a program was written and evaluated. Traditional ground school methods were compared with the CAI method. All subjects completed a training sequence in a ground trainer. Those taught by computer performed better and attained criterion quicker with significantly fewer critical errors. Results indicate that CAI offers an effective alternate to the costly trainers currently in use.

Sigal's Ineffective Computer-Based Practice of Arithmetic: A Case Study

1988 ◽  
Vol 19 (3) ◽  
pp. 195-214
Author(s):  
Nira Hativa
Keyword(s):  
Substantial Improvement ◽  
Computer Assisted Instruction ◽  
Second Grade ◽  
Computer Assisted ◽  
Design And Implementation ◽  
Hierarchical Levels ◽  
Computer Based ◽  
Paper And Pencil ◽  
Assisted Instruction

Sigal, a second-grade girl in Israel, was observed for several months while practicing arithmetic with a structured and controlled computer-assisted instruction (CAI) system. Sigal was average in arithmetic in her class, enjoyed the computer practice, and believed that it helped her in arithmetic. However, observations showed that she consistently failed to solve problems on the computer that she could do successfully with paper and pencil. She was therefore given CAI practice well below her real arithmetic ability. She often oscillated among a few types of exercises, sometimes regressing rather than advancing upward in the hierarchical levels of practice. Several kinds of interventions did not bring about substantial improvement in her work with the computer. Continued observations in the following 2 years showed almost no change in her CAI-related behavior. This paper suggests the reasons for Sigal's problems with the CAI practice and draws implications for CAI design and implementation.

scholarly journals Pengembangan Media Pembelajaran Berbasis Web Untuk Matakuliah Kurikulum dan Pengajaran di Jurusan Pendidikan Teknik Informatika Universitas Pendidikan Ganesha

2016 ◽  
Vol 5 (3) ◽  
pp. 149 ◽  
Author(s):  
Dewa Gede Hendra Divayana ◽  
P. Wayan Arta Suyasa ◽  
Nyoman Sugihartini
Keyword(s):  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Electronic Learning ◽  
Computer Based Instruction ◽  
E Learning ◽  
Computer Based ◽  
Based Instruction ◽  
Electronic Teaching ◽  
Assisted Instruction

Perkembangan teknologi informasi dan komunikasi kini telah mengubah cara pandang dan bertindak masyarakat dalam menghabiskan waktu untuk bekerja dan mengatasi segala permasalahannya. Bentuk-bentuk perkembangan dan perubahan teknologi informasi pada dasarnya merubah aktifitas masyarakat dalam dunia nyata ke dalam aktifitas dunia maya. Banyak lagi bentuk perubahan lainnya terjadi dalam sendi-sendi kehidupan masyarakat yang dibawa oleh perkembangan dan kemajuan TI, tidak terkecuali, dalam dunia pendidikan. Dampak kemajuan TIK dalam dunia pendidikan sangatlah luar biasa. Berbagai model pembelajaran dengan memanfaatkan komputer seperti: e-learning (electronic learning), Computer Assisted Instruction (CAI), Computer Based Instruction (CBI), dan e-teaching (electronic teaching) sangat memungkinkan memfasilitasi perkembangan dunia pendidikan. Model pembelajaran tersebut memungkinkan pendidik dan peserta didik mencari bahan pembelajaran sendiri langsung dari situs-situs di internet melalui komputer sebagai sarana belajar. Kurikulum dan Pengajaran merupakan salah satu matakuliah wajib pada Jurusan Pendidikan Teknik Informatika. Berdasarkan kurikulum 2012, matakuliah tersebut diperoleh pada semester 3 (mahasiswa reguler) dan semester 1 (mahasiswa alih kredit). Salah satu model kurikulum yang dipelajari dalam matakuliah tersebut yaitu kurikulum tingkat satuan pendidikan (KTSP) dan kurikulum 2013. Berdasarkan pembelajaran kurikulum tingkat satuan pendidikan (KTSP) dan kurikulum 2013 sebelumnya, diidentifikasi beberapa permasalahan yaitu kurangnya minat dan perhatian mahasiswa pada mata kuliah kurikulum, sehingga diperlukan suatu metode atau media yang kreatif yang diharapkan dapat meningkatkan minat dan motivasi belajar mahasiswa pada mata kuliah kurikulum dan pengajaran. Adapun media pembelajaran yang dikembangkan yaitu media pembelajaran berbasis web untuk matakuliah Kurikulum dan Pengajaran. Desain pengembangan yang digunakan dalam mengembangkan media pembelajaran berbasis web untuk matakuliah Kurikulum dan Pengajaran ini yaitu dengan desain pengembangan model Dick & Carey. 

Computer-assisted Instruction in Forestry

1978 ◽  
Vol 76 (9) ◽  
pp. 570-573
Author(s):  
Dieter R. Pelz
Keyword(s):  
United States ◽  
Quantitative Analysis ◽  
Forest Management ◽  
Simulation Models ◽  
The United States ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Recent Developments ◽  
Computer Based ◽  
Assisted Instruction

Abstract A 1976 survey of 58 schools in the United States and Canada showed that computer-assisted instruction is widely used, most frequently in forest management, silviculture, and quantitative analysis courses. A total of 92 simulation models were identified. Recent developments are demonstrated by PLATO, a computer-based education system.

Gender and Learning Style Interactions in Students' Computer Attitudes

2003 ◽  
Vol 28 (3) ◽  
pp. 231-244 ◽  
Author(s):  
Pat C. Ames
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Computer Attitudes ◽  
Assessment Instrument ◽  
Computer Assisted ◽  
Attitudes Toward Computers ◽  
Computer Based ◽  
Students Attitudes ◽  
Assisted Instruction ◽  
The Relationship

University students' attitudes toward computers were assessed as a function of learning style. Analyses of responses provided by 232 students to a learning style assessment instrument and a computer attitude survey revealed that specific learning styles were associated with an affinity for (liking of), confidence in, and anxiety about the use of computers. Within those learning styles, gender differences were discovered when students manifested a clearly dominant style. The findings indicate that computer-based or computer-assisted instruction may not be appropriate for all students and that curriculum modifications to account for learning style differences may increase the effectiveness of and reduce the aversion to computers in the classroom. Additional research into the relationship between learning styles and computer attitudes may also provide assistance relative to increasing the enrollment of females in technology-oriented courses of study.

scholarly journals Pengembangan Media Computer Assisted Instruction Interaktif Dalam Mengoptimalkan Hasil Belajar IPS Siswa Kelas IV

2019 ◽  
Vol 4 (1) ◽  
pp. 23
Author(s):  
Mohammad Irfan Ferdiansyah ◽  
Siti Malikhah Towaf ◽  
A. Rosyid Al Atok
Keyword(s):  
Interactive Media ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Test Results ◽  
Computer Based Learning ◽  
Post Test ◽  
Computer Based ◽  
The Media ◽  
Grade Material ◽  
Assisted Instruction

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><pre><strong>Abstract:</strong> Development research to produce Computer Assisted Instruction interactive media theme "hero" sub-theme "hero is pride" SD IV grade material is valid, interesting, effective, and practical Computer-based learning media can used as alternative in the learning. Media products are developed based the steps of the 4-D development model. The results of validation and trials that have been done, obtained data (a) the results of media validation reached a percentage of 82.5% with very valid criteria; (b) the results of the media attractiveness test reached a percentage of 95.56% with very interesting criteria; (c) the practicality test results of students and teachers reached a percentage of 94.8% with very practical criteria; (d) the results of the effectiveness test that learning outcomes increased by compare the pre-test and post-test results.</pre><pre><strong>Abstrak:</strong><em> </em>Penelitian pengembangan bertujuan untuk menghasilkan media interaktif <em>Computer Assisted Instruction</em> tema “Pahlawanku” subtema“Pahlawanku Kebangganku” materi IPS kelas IV SD yang valid, menarik, efektif, dan praktis. Media pembelajaran berbasis komputer dapat dijadikan alternatif dalam proses pembelajaran. Produk media dikembangkan berdasarkan langkah model pengembangan 4-D. Hasil validasi dan uji coba yang telah dilakukan, diperoleh data (a) hasil validasi media mencapai persentase 82,5% dengan kriteria sangat valid; (b) hasil uji kemenarikan media mencapai persentase 95,56% dengan kriteria sangat menarik; (c) hasil uji kepraktisan siswa dan guru mencapai persentase 94,8% dengan kriteria sangat praktis; (d) hasil uji efektivitas bahwa hasil belajar lebih optimal dengan membandingkan hasil <em>pre</em><em>-</em><em>test</em> dan <em>post</em><em>-</em><em>test</em>.</pre></td></tr></tbody></table></div>

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