Promoting Better Choices: Effects of Strategy Training on Achievement and Choice Behavior in Learner-Controlled CBI

The purpose of this study was to investigate the effects of learning strategy training interventions and the incorporation of learner control on achievement, learning efficiency, and instructional choice, while subjects learned from a computer-based science tutorial. One hundred and seven sixth-graders were randomly divided into six cells, within a 3 × 2 factorial experimental design consisting of two treatment factors: Learner Control ( Complete and Limited), and Strategy Training ( Comprehensive, Partial, and No Training). An ANCOVA performed on the immediate posttest revealed an interaction between Strategy Training and Learner Control, favoring the Limited Learner Control, trained groups. However, the small positive achievement effects were not sustained over the delayed posttest. Total amount of review was not affected by treatments, but an interaction was found between Strategy Training (Partial vs. Comprehensive), and Learner Control on amount of review during practice. These findings are discussed within the framework of learning strategy training research and principles for instructional designs incorporating learner control.

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The Effects of Computer-Assisted Learning-Strategy Training on the Achievement of Learning Objectives

Journal of Educational Computing Research ◽

10.2190/km67-txk3-0nny-n063 ◽

1994 ◽

Vol 10 (2) ◽

pp. 153-160 ◽

Cited By ~ 2

Author(s):

Loretta A. Cardinale ◽

Charles M. Smith

Keyword(s):

Undergraduate Students ◽

Learning Strategy ◽

Cued Recall ◽

Learning Objectives ◽

Strategy Training ◽

Control Group ◽

Computer Assisted ◽

Treatment Groups ◽

Computer Based Learning ◽

Computer Based

This study investigated the effects of comprehension-directed and memory-directed computer-based learning-strategy training on the achievement of learning objectives. The subjects were sixty undergraduate students enrolled in an introductory computing course. Learners completed a tutorial about microcomputer components on the first day of the study. Two treatment groups completed a strategy-training tutorial focusing on comprehension or memory. The control group received extra time on the microcomputer-components tutorial and no strategy training. One week later, all subjects completed two separately administered tests including cued recall and recognition. The strategy training effects were significant on the fifty-item cued recall test, however, group mean scores were at or below 50 percent. Group mean scores on a recognition text suggested that comprehension-directed training was the most effective. All treatment group mean scores were significantly higher than the control group. The findings of this study provide a basis for further research into the design of computer-based learning-strategy training and assessment.

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A Computer-Based Learning Strategy Training Module: Development and Evaluation

Journal of Educational Computing Research ◽

10.2190/3qpe-w7t7-3xya-jkrf ◽

1985 ◽

Vol 1 (3) ◽

pp. 275-283 ◽

Cited By ~ 9

Author(s):

Velma I. Hythecker ◽

Thomas R. Rocklin ◽

Donald F. Dansereau ◽

Judith G. Lambiotte ◽

Celia O. Larson ◽

...

Keyword(s):

Learning Strategy ◽

Strategy Training ◽

Training Module ◽

Computer Based Learning ◽

Computer Based ◽

Module Development

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Identifying suboptimalities with factorial model comparison

Behavioral and Brain Sciences ◽

10.1017/s0140525x18001541 ◽

2018 ◽

Vol 41 ◽

Cited By ~ 2

Author(s):

Wei Ji Ma

Keyword(s):

Experimental Design ◽

Model Comparison ◽

Process Models ◽

Multiple Forms ◽

Factorial Experimental Design ◽

Factorial Model ◽

Multiple Components ◽

The Many

AbstractGiven the many types of suboptimality in perception, I ask how one should test for multiple forms of suboptimality at the same time – or, more generally, how one should compare process models that can differ in any or all of the multiple components. In analogy to factorial experimental design, I advocate for factorial model comparison.

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