The Influence of Error Correction Procedures and Question Type on Student Achievement in Computer Assisted Instruction

1987 ◽  
Vol 16 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Patrick J. Schloss ◽  
Paul T. Sindelar ◽  
G. Phillip Cartwright ◽  
Cynthia N. Schloss

Recent research investigating the effectiveness of computer assisted instructional modules with varying ratios of higher cognitive and factual questions has shown that the ratio of higher cognitive to factual questions in and of itself may not influence student achievement. Whether higher cognitive and factual questions interact with error correction procedures to enhance achievement remains unanswered. In the present investigation, 2 (question type, Le., higher cognitive vs. factual) X 2 (error response, i.e., re-presentation of instruction vs. instructions to try again) X 4 (test, i.e., higher cognitive items included in module, novel higher cognitive items, factual questions included in module, and novel factual items) split plot factorial (two within and one between factor) analyses of variance were used to determine whether question type and/or error response differentially affected subsequent responses to factual and higher cognitive questions. The results indicated that simply allowing a student to try again was superior to re-presenting content for the factual question modules. This finding is discussed with reference to the cognitive demands of the tasks, both anticipated and observed.

1994 ◽  
Vol 3 (3) ◽  
pp. 89-95 ◽  
Author(s):  
Diana L. Hughes ◽  
Marc E. Fey ◽  
Marilyn K. Kertoy ◽  
Nickola Wolf Nelson

1983 ◽  
Author(s):  
Grace P. Waldrop ◽  
V. Tedi White ◽  
Richard E. Reynolds ◽  
Dennis R. Weller

1992 ◽  
Vol 31 (03) ◽  
pp. 193-203 ◽  
Author(s):  
B. Auvert ◽  
V. Gilbos ◽  
F. Andrianiriana ◽  
W. E. Bertrand ◽  
X. Emmanuelli ◽  
...  

Abstract:This paper describes an intelligent computer-assisted instruction system that was designed for rural health workers in developing countries. This system, called Consult-EAO, includes an expert module and a coaching module. The expert module, which is derived from the knowledge-based decision support system Tropicaid, covers most of medical practice in developing countries. It allows for the creation of outpatient simulations without the help of a teacher. The student may practice his knowledge by solving problems with these simulations. The system gives some initial facts and controls the simulation during the session by guiding the student toward the most efficient decisions. All student answers are analyzed and, if necessary, criticized. The messages are adapted to the situation due to the pedagogical rules of the coaching module. This system runs on PC-compatible computer.


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