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.

Interactivity and Computer-Based Instruction

1996 ◽  
Vol 24 (3) ◽  
pp. 225-233 ◽  
Author(s):  
William D. Milheim
Keyword(s):  
Learning Environments ◽  
Instructional Materials ◽  
Instructional Designers ◽  
Design And Development ◽  
Computer Based Instruction ◽  
Computer Based ◽  
Based Instruction ◽  
Instructional Component

Interactivity is one of the most important factors in the design and development of effective computer-based instructional materials. The following article describes this instructional component, its overall purpose in various learning environments, benefits that can be gained from its utilization, and its specific use within computer-based instruction. A number of strategies are also provided to assist instructional designers in their utilization of this significant program element.

The Effects of Required and Optional Computer-Based Note Taking on Achievement and Instructional Completion Time

1996 ◽  
Vol 14 (4) ◽  
pp. 329-344 ◽  
Author(s):  
Donald Armel ◽  
Sharon A. Shrock
Keyword(s):  
Analysis Of Variance ◽  
Completion Time ◽  
Control Group ◽  
Note Taking ◽  
Control Groups ◽  
Computer Based Instruction ◽  
Post Test ◽  
Computer Based ◽  
Based Instruction

This study investigated the effects on achievement and on instructional completion time of mandatory and optional note taking during a Computer-Based Instruction (CBI) lesson. Eighty-one undergraduate subjects participated. The required note-taking group had to enter notes on every screen of the HyperCard lesson before the instruction would advance. Subjects could see their notes during the instruction and were allowed to review their notes briefly before taking the post-test. An analysis of variance revealed that the required note-taking group scored significantly higher on the post-test and took significantly longer to complete the instruction than did the optional or control groups. Furthermore, the optional note-taking group scored significantly higher on the post-test and took significantly longer to complete the instruction than did the control group.

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.

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.

The Effects of Instructional Control, Cognitive Style, and Prior Knowledge on Learning of Computer-Assisted Instruction

1994 ◽  
Vol 22 (4) ◽  
pp. 357-370 ◽  
Author(s):  
Gwan-Sik Yoon
Keyword(s):  
Elementary School ◽  
Cognitive Style ◽  
Elementary School Students ◽  
Control Strategy ◽  
Learner Control ◽  
Control Strategies ◽  
School Students ◽  
Instructional Control ◽  
Computer Based ◽  
Based Instruction

Computer-based instruction (CBI) is the powerful tool to teach arithmetic skills for elementary school students. The purpose of this study is to investigate the effects on achievement of instructional control strategies (program control, learner control, and learner control with advisement) and cognitive style (field independence and field dependence) in computer-based instruction. Also, this study attempts to find an optimal type of instructional control strategy based upon students' achievement and learning time. Subjects were eighty-six Dongsung Elementary School students in Pusan, Korea. The possible interactive effects between cognitive style and instructional control strategy on CBI were analyzed. Differences in achievement and time spent on the lessons were compared. A significant interaction effect was found between types of instructional control strategies and types of cognitive styles on and students achievement scores and time-on-task.

scholarly journals The Effect of Implementing Media Computer Based Instruction (Simulation Model) Towards Student’s Autonomy in Science Learning

2020 ◽  
Vol 9 (4) ◽  
Author(s):  
Wiranda Bayu Aditama ◽  
Satya Sadhu
Keyword(s):  
Simulation Model ◽  
Primary Schools ◽  
Science Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Computer Based Instruction ◽  
Post Test ◽  
Computer Based ◽  
Based Instruction

Students’ autonomy toward teacher during the learning activities leads one-way learning. Consequently, students have less autonomy in the learning activities. Therefore, this research adressed to implement the media computer based instruction (simulation model) in improving the students’ autonomy in a science learning. The total participants in this research were 79 of the 4<sup>th</sup> grade students from a purposively primary schools during the first semester of 2018. They were divided into two groups, namely the experimental group (n=55) and the control group (n=24). The research used a pre-test post-test quasi-experimental method with a nonequivalent control group design. The students’ autonomy data were collected by using the observation sheet for each of post-test and pre-test which consisted of five aspects i.e. motivation, initiative, confidence, discipline, and responsibility. The independent sample t-test was used statistically to compare the average score of the students’ autonomy during the pre-test and post-test. The collected data were analyzed by using SPSS 11.0 statistics program. The findings of the research indicated that computer based instruction (simulation model) affects the students’ autonomy significantly in the science learning. Thus, the researcher believes in the further study, the computer based instructions (simulation model) can be intergrated with the model or method in the learning activity to improve the students’ autonomy in learning science.

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