scholarly journals The Effects of Multimedia Computer- Assisted Instruction on Learning Basic Ballet Skills with Physical Education Students

2014 ◽  
Vol 63 (1) ◽  
pp. 36-41 ◽  
Author(s):  
Doaa Abd El-Moneim
Keyword(s):  
Physical Education ◽  
Bone Fractures ◽  
Female Students ◽  
Human Experimentation ◽  
Control Group ◽  
Computer Assisted ◽  
Multimedia Technology ◽  
Academic Level ◽  
Voluntary Consent ◽  
Assisted Instruction

AbstractComputer technology has become an integral part of physical education, yet there have been few studies exploring the use of multimedia technology in the instruction of Physical Education. The purpose of this study was to investigate if multimedia technology affected the learning of basic ballet skills. A total of 32 female students, mean age 18.1 years, studying at the Faculty of Physical Education Zagazig university were divided into two groups. The experimental group comprised 16 students. Participants in this group participated in a ballet class with multimedia technology for six weeks. Group two participated in the ballet class with the traditional method as the control group. Parameters assessed height, weight, age, and academic level. All participants were free of any disorders known to affect performance, such as bone fractures, osteoporosis, diabetes, or cardiovascular disease. Participants reported no use of anti-seizure drugs or alcohol. In addition, all participants were fully informed of the aims of the study, and gave their voluntary consent prior to participation. The measurement procedures were in accordance with ethical human experimentation. All statistical analyses were calculated with the SPSS statistical package. Results indicated significant differences between the two groups in learning the basic skills and levels of knowledge of ballet. Applying the proposed educational program meant using multimedia to teach basic ballet skills to second-year female students enrolled in the Faculty of Physical Education

scholarly journals Application of Computer-Aided Instruction (CAI) in the Physical Education: Survey Analysis of Chinese Universities

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Zhonghong Teng ◽  
Shukai Cai
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Control Group ◽  
Computer Assisted ◽  
Survey Analysis ◽  
Computer Aided Instruction ◽  
Computer Aided ◽  
Assisted Instruction ◽  
And Control ◽  
Experimental Group

With the advent of artificial intelligence, computer-aided instruction has developed into intelligent computer-aided instruction. Computer-aided instruction not only overcomes many weaknesses of traditional physical education teaching but also significantly increases the teaching effect and efficiency. This article first studies and analyzes the characteristics of computer-aided instruction systems. Then, we use statistical methods and logical analysis to randomly select two classes of undergraduate students as the experimental and control group, respectively. In the control group, the traditional teaching model was adopted, while the experimental group adopted the computer-aided teaching mode. The experimental group showed significant improvement in physical education as compared to the control group. The results of this study validated that the use of computer-assisted instruction is beneficial in the implementation of physical education programs, mostly in teaching concepts and principles of academic nature.

scholarly journals The Application of Computer Technology in Mongolian College English Teaching

2017 ◽  
Vol 12 (02) ◽  
pp. 52
Author(s):  
Xiaojun Zhao
Keyword(s):  
College Students ◽  
Language Learning ◽  
Cultural Development ◽  
Computer Assisted ◽  
Multimedia Technology ◽  
English Learning ◽  
College English ◽  
Learning And Teaching ◽  
Bilingual Teaching ◽  
Assisted Instruction

Based on the demand of modern teaching, this paper researches the application of and problems faced by Mongolian information processing and computer multimedia technology in computer-assisted instruction. It also sets the teaching software content and learning goal and further designs the teaching software according to the English learning features and characteristics of choosing the medium of information of Mongolian college students. This software is suitable for use in learning and teaching bilingualism second language to Mongolian students, and teachers and can realize the independent code of bilingual characters, Mongolian input and output, Mongolian character handling and bilingual inter-translation functions. Manufacture and development of bilingual teaching software facilitates the enthusiasm of Mongolian college students to learn English, improve the language learning environment and plays a positive facilitation role in multilanguage integration and cultural development of the Mongolian area.

Computer-Assisted versus Teacher-Directed Teaching of Community Living Skills in People with a Mild Learning Disability

1997 ◽  
Vol 60 (11) ◽  
pp. 498-502
Author(s):  
M M Nicol ◽  
A Anderson
Keyword(s):  
Learning Disability ◽  
Computer Assisted Instruction ◽  
Community Living ◽  
Control Group ◽  
Computer Assisted ◽  
Living Skills ◽  
Assisted Instruction ◽  
Intermediate Amount ◽  
Community Living Skills

An experiment was carried out in which adults with a learning disability of the mild type undertook either computer-assisted or teacher-implemented instruction in community living skills, with a third group acting as a control group. All groups were pre-tested on a standardised psychometric measure of community living skills (the HANC 2 subscale of the Hampshire Assessment for Living with Others test), after which the experimental groups received one half-day per week training in such skills as money handling and budgeting for 3 months, when all groups were reassessed. It was found that both the teacher-led and computer-assisted instruction groups appeared to gain more than the control group, but only the teacher-led group differed significantly from the control group. The computer-assisted group improved in their scores by an intermediate amount, with their gains being non-significantly different from either the control or the teacher-led groups. The strengths and weaknesses of the software used in the study are discussed.

Helping the Academically Handicapped Reader: Peer Tutoring Revisited

1985 ◽  
Vol 9 (1) ◽  
pp. 16-21
Author(s):  
W. Malcolm Gill
Keyword(s):  
Peer Tutoring ◽  
Reading Ability ◽  
Low Cost ◽  
Control Group ◽  
Computer Assisted ◽  
Poor Reading ◽  
Quality Program ◽  
Program Characteristic ◽  
Assisted Instruction

AbstractThe characteristics of computer-assisted instruction (CAI) which makes it so worthy of consideration for use by the teacher of pupils with special needs, whose time for individual attention with her pupils is limited, are briefly discussed, and comment is made about the limitations of this approach. Attention is drawn to the alternative approach of peer tutoring, where the desirable one-to-one characteristic is attainable, and where there is the possibility that the sensitivity to the quality of the computer program, which is one of the limitations of the approach of CAI, may be contrasted with the not-so-sensitive-to-quality-of-program characteristic of peer tutoring. This possibility is examined in the context of a sample of poor reading Year eight pupils who were given a period of peer tutoring by Year eleven and twelve pupils in the same school, where the demonstrably not high quality program consisted of relatively few meetings between tutor and tutee, of short duration, at which it was expected that there would be talk, reading and being read to. Use of a control group enabled the conclusions to be reached that this peer tutoring resulted in gains for the tutees in reading ability and in attitude towards and behaviour in school, this being suggestive of the power of this low staff input, low cost, low technology technique in the area of special education.

Uses of Feedback in Computer-Assisted Instruction in Developing Psychomotor Skills Related to Heavy Machinery Operation

1978 ◽  
Vol 20 (4) ◽  
pp. 415-423 ◽  
Author(s):  
Jeffrey R. Phillips ◽  
Jan Berkhout
Keyword(s):  
Relative Effectiveness ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Psychomotor Skills ◽  
Learning Abilities ◽  
Male And Female ◽  
Road Speed ◽  
Performance Patterns ◽  
Assisted Instruction

A study was performed to determine the relative effectiveness of different formats of computer assisted instruction (CAI) in teaching a psychomotor performance task. A control group combining male and female subjects received instruction based on the study of written materials and unstructured practice sessions on a heavy transmission gear-shifting task. No significant differences were found between male and female performance patterns and learning abilities under control conditions. Two experimental groups, both restricted to males, were trained under similar practice conditions with the addition of computer monitoring of performance and feedback of supplemental information to the students. One group received terminal feedback of numerical performance quality scores following each trial. The other group received continuous feedback of an analytic display (a display of nominal road speed against elapsed time in the form of an X-Y plot) concurrent with each trial. Both experimental groups were tested for retention of skills after transitioning to a non-feedback performance environment. Both forms of computer assisted instruction proved to be significantly superior to the control teaching procedure.

scholarly journals Application of Multimedia Technology in Vocabulary Learning for Engineering Students

2017 ◽  
Vol 12 (01) ◽  
pp. 21 ◽  
Author(s):  
Xue Shi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Engineering Students ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Multimedia Technology ◽  
Individualized Learning ◽  
Teaching Language ◽  
Assisted Instruction

The study of vocabulary is essential in learning a second language. The traditional way of foreign language learning only allows students to learn what the teacher chooses to teach. Knowledge is force-fed by the teacher to the students, but this way cannot meet the needs of the students and society. The development of multimedia technology meets the demands for new ways of teaching language. The purpose of this study is to test whether it is effective to use computer-assisted instruction (CAI) in individualized learning and whether multimedia CAI techniques can improve vocabulary learning and memory. According to analysis of the experimental data, CAI-supported vocabulary learning is more effective than traditional methods. The results show that, through CAI, knowledge can be learned faster and retained longer in the students’ memory.

An Evaluation of Computer-Assisted Instruction in Phonological Awareness with below Average Readers

1995 ◽  
Vol 13 (1) ◽  
pp. 89-103 ◽  
Author(s):  
Theodore Allen Barker ◽  
Joseph K. Torgesen
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Training Programs ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Awareness Training ◽  
Experimental Conditions ◽  
Assisted Instruction ◽  
Phonological Awareness Training

The use of computer-assisted instruction (CAI) to train phonological awareness skills in at-risk first graders was evaluated. Fifty-four children ranging in age from six years two months to seven years eight months participated in an eight-week training study. There were three experimental conditions. The first group received approximately twenty-five minutes a day, four days a week with two phonological awareness training programs. The second group received the same amount of training with a program designed to train alphabetic decoding skills. The third group served as an attentional control group and spent equal time on the computer with several programs designed to provide practice on basic math skills. The children exposed to the phonological awareness training programs made significantly greater improvements on several measures of phonological awareness and on a measure of word recognition, when compared to children in the other two groups. Tentative conclusions were drawn about the use of CAI as means of training phonological awareness skills with at-risk students.

Training the Economically Disadvantaged via Computer-Assisted Instruction: An Experiment by Chrysler Learning, Inc.

1982 ◽  
Vol 10 (4) ◽  
pp. 363-375 ◽  
Author(s):  
Daphne Williams Ntiri
Keyword(s):  
Job Search ◽  
Work Experience ◽  
Training Sequence ◽  
Learning System ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Educational Training ◽  
Assisted Instruction ◽  
Experimental Group

Computer-assisted instruction was utilized by Chrysler Learning, Inc. to study its impact on economically and educationally disadvantaged youth subjects in basic but specific academic areas within a given time period. The program took the form of an experiment that involved two groups: 1) an experimental group that participated in an educational training sequence with an interactive computerized learning system coupled with traditional classroom instruction and work experience; and 2) a control group that received no structured instruction in basic skills but was exposed to counseling, hands-on industrial experience and job search skills. Comparison of the pre- and post-test scores indicated that the experimental group had made significantly higher gains than the control group in reading and mathematics. Reading in general was more indicative of growth but math was also positively affected.

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