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1
Al-Kadurie, Osama Mahmoud Salih. „Intelligent computer assisted instruction for arithmetic skills“. Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280818.
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CARVER, TIMOTHY A. „A STUDY OF ADAPTIVE COMPUTER ASSISTED INSTRUCTION“. University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1006187967.
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Huxford, Dane E. „The relative efficacy of computer assisted instruction“. Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=881.
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Lei, Lih-Wei. „Evaluation of computer-assisted instruction in histology /“. Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7707.
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Stephen, Tracey. „Effect of exposure to computer-assisted instruction with CD-ROM technology on nursing students' attitude towards computer-assisted instruction“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/MQ29016.pdf.
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Schetz, Katherine F. „Preschool discourse skill improvement with computer-assisted instruction“. Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134440/.
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Moran, Michael. „Hypertext Computer-Assisted Instruction for Geriatric Physical Therapists“. NSUWorks, 1990. http://nsuworks.nova.edu/gscis_etd/734.
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The American long-term care industry is being challenged to care for increasing numbers of more acutely ill patients. To meet that challenge, health care providers must possess adequate skills and knowledge related to geriatric patients. Physical therapists may provide care to geriatric patients, but professional training programs may lack adequate course work in geriatric evaluation and treatment procedures. Additionally, manpower limitations may prevent physical therapists from leaving a caregiving role to attend continuing educational programs for needed geriatric knowledge. This study investigated the use of computer-assisted instruction (CAI) for physical therapists working in geriatric treatment facilities owned by Manor Health Care, Inc. A hypertext CAI program on wound physiology / care was developed. Using an equivalent group, posttest only study design, fourteen randomly assigned physical therapists received experimental treatment (CAI). While 19 other therapists served as controls. Both groups were administered a posttest instrument; the experimental group also completed an opinionnaire. The experimental group mean score was significantly higher (p<.004) than the control group mean score on the posttest. In addition, experimental group subjects reported strong agreement to statements regarding continued CAI development. The researcher concluded that hypertext CAl was available and acceptable method of disseminating geriatric physical therapy knowledge to Manor Health Care Inc. physical therapists.
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Adebonojo, Leslie G., und F. R. Jelovsek. „Learning Principles as Applied to Computer-Assisted Instruction“. Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/6312.
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Wong, Alice Yee Kit Carleton University Dissertation Psychology. „The use of animation in computer assisted instruction“. Ottawa, 1994.
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Cannon, Christopher Garrett. „Teacher and Student Perceptions of Computer-Assisted Instructional Software to Differentiate Instruction“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3664.
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Many educators struggle to meet the academic needs of students, especially in the subject area of mathematics. Computer-assisted instruction is an instructional strategy used to enhance instruction. However, there is limited research on the effectiveness of these software programs for all students. The purpose of this qualitative, embedded, multiple case study was to explore the perceptions of teachers and students using computer-assisted instructional software to differentiate instruction within a general education and special education 4th-grade mathematics classroom. The constructivism theory provided a framework for the topic of differentiated instruction. This study included a single elementary school within a district in the Southeastern United States. The participants of this study included 1 general education and 1 special education 4th-grade mathematics teacher. In addition, participants included 6 general education and 4 special education 4th-grade mathematics students. Introductory and follow-up teacher interviews, introductory and follow-up student focus group interviews, 6 classroom observations, and teacher lesson plans were used as data collection methods. Gerund coding, categorizing, and content analysis was employed to interrogate the data. The constant comparative method was used to determine within-case and across-case themes and discrepancies. The findings revealed that teachers used computer-assisted instructional software, MobyMax, to meet individual student needs, monitor student progress, implement small group instruction, increase student engagement, and supplement primary teacher-led instruction. Educators can use the findings of this study to understand how teachers can use computer-assisted instruction to meet the needs of students.
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Collins, David D. „Keyboarding : computer-assisted method of instruction versus the traditional method of instruction /“. View online, 1985. http://repository.eiu.edu/theses/docs/32211130497807.pdf.
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Lui, Man, und 呂雯. „The effects of computer-assisted instruction and teacher-assisted instruction on preschool children's learning of arithmetic tasks“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959684.
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Lui, Man. „The effects of computer-assisted instruction and teacher-assisted instruction on preschool children's learning of arithmetic tasks“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18821339.
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Hollis, Rebecca Lerane. „Increasing computer instruction within the classroom“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3025.
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The objective was to create some high level thinking activities to use with computerized graphic organizers which utilized the multimedia program Hyperstudio and the word processing program AppleWorks. This is an attempt to improve teacher attitudes towards technology, and to increase computer instruction within the classroom.
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Siering, Gregory John. „Faculty development and support for computer-assisted writing instruction“. Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203839.
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Despite calls for better training of college composition teachers utilizing computer-assisted writing instruction (CAWI), English departments have only recently begun to systematically address the faculty development needs of these teachers. Other fields such as adult education and staff development have begun applying theory and research to faculty development efforts, but CAWI proponents have yet to attain that depth of study and commitment.By investigating methods and characteristics of CAWI faculty development programs, this study found that academic-year workshops were the most common development activity, although teachers preferred personal, collaborative approaches like mentors, consultants, and discussion groups. These patterns were consistent across types of colleges and universities, indicating general context descriptors like institutional size and mission did not significantly influence or limit faculty development practices. This discrepancy between preferred and offered programs indicates faculty needs are not being met, and offers potential reasons for a lack of satisfaction with CAWI faculty development and administration.Faculty respondents identified adequate time and funding as the most important contributors to the success of CAWI faculty development, noting that faculty support-particularly the personalized attention teachers prefer-is time-intensive and requires extensive commitment from those providing the services. These time concerns reflect staffing patterns: CAWI administrative duties were added to the workload of current departmental administrators just over half of the time, and CAWI support duties were assigned to current administrators over onethird of the time. These support duties were assigned to non-tenure-line personnel over one-quarter of the time, a practice that raises questions about authority and credibility needed to administer faculty development programs.Despite a relative lack of concern among faculty, evaluation and reward systems play an important long-term role in CAWI support. Current structures do not adequately recognize and reward CAWI-related scholarship and service, including faculty development work. Applying Boyer and Glassick's expanded concepts of scholarship might prove useful in improving and professionalizing CAWI faculty development efforts, thereby helping secure scholarly identity for CAWI and its support activities.Department of English
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Campbell, Debra S. „An Intelligent Computer-Assisted Instruction system for cardiopulmonary resuscitation/“. Thesis, Monterey, California. Naval Postgraduate School, 1988. http://hdl.handle.net/10945/23273.
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This study discusses the design and implementation of an Intelligent Computer-Assisted Instruction system for cardiopulmonary resuscitation. Utilizing artificial-intelligence techniques, the system combines a learning-while-doing environment with effective guidance of tutorial interactions. The user's knowledge of CPR procedures is tested at one of three experience levels, utilizing a randomly generated scenario. Using means-ends analysis, the recommended action is determined for each successive state in the scenario. This action is compared with the user's selection. If a difference exists, an hypothesis guides the tutoring module in the selection of a tutoring strategy. An on-line review of CPR procedures is available, as is a help function to provide direction to the user if needed. At the end of a session, a summary of the user's actions is provided. Keywords: Theses, Artificial intelligence, Expert systems, Intelligent computer assisted instruction, Computer based instruction. (jhd)
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Salgado-Zapata, Patricio Jose. „An Intelligent Computer-Assisted Instruction system for Underway Replenishment“. Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/27103.
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Collins, Patricia A. „Guidelines for Incorporating Complex Schematics Into Computer-Assisted Instruction“. NSUWorks, 1994. http://nsuworks.nova.edu/gscis_etd/460.
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The incorporation of schematics into computer-assisted instruction (CAI) is affected by the physical limitations of computer systems and the user's ability to discern and interpret on-line data. For example, the refresh rate of the computer screen can produce visual fatigue, and various display techniques and the inconsistent use of color can negatively impact the performance of some visual tasks. This notwithstanding, military and commercial training applications continue to use all levels of computer systems for CAI.
Definitive guidelines for incorporating schematics into CAI could not be identified. To develop such guidelines, this study used a Delphi approach to achieve a computed consensus among experts. To provide the Delphi participants with background data on techniques currently being used, a status study using a mailed questionnaire was conducted. A random sampling (n=133) of organizations purported to engage in instructional development were surveyed to determine: Display techniques being used to incorporate complex schematics into CAI. Background data on the CAI programs incorporating schematics (e.g., audience, instructional purpose of the schematic). The effectiveness with which the schematics are fulfilling their primary instructional purpose. The student's ability to discern and interpret the schematic.
A low response rate to the instructional developer's questionnaire was achieved (n=32). Of the returned questionnaires, five respondents indicated that they had developed training programs which incorporated schematics.
Five affirmative responses was insufficient for drawing statistically-significant conclusions. However, the instructional developer's questionnaire did fulfill its purpose of gathering background data for the Delphi participants. The data from the instructional developer's questionnaire was summarized to show the distribution of the survey population and the number of respondents who had developed courseware incorporating schematics, the use of schematics within the courseware, and the type of hardware.
Using a Likert-type or Summated Rating Scale, the respondents rated the perceived importance of eight specific techniques for incorporating schematics into instruction and the mean of their responses was calculated. This data was provided to the Delphi participants, six experts participated in the Delphi. The Delphi consisted of three rounds of identical questionnaires. For the second round, the questionnaire showed both the modal response and the participant's own response to the round 1 questionnaire. If the Delphi participant's response differed from the modal response, the participant was asked to state his/her reason for disagreeing with the consensus.
Participants were informed that if they indicated "no reason", it would be assumed that they had revised their opinion, and now agreed with the consensus opinion. The third, and final, questionnaire indicated each participant's own response to the items in the second questionnaire, the modal responses, and a summary of the reasons given by the participants to support responses differing from the mode. Each participant was asked to answer the questionnaire once more, taking into consideration any diverging opinions by the other participants. The mode for the final questionnaire represents the computed consensus of the group. The computed consensus was used to create a set of guidelines for incorporating schematics into CAI. These guidelines are intended for anyone who is responsible for media selection or f or designing CAI that requires schematics to support the training objectives.
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Spradlin, Kathy Dye. „The effectiveness of computer-assisted instruction in developmental mathematics“. Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Crews, Janna Margarette. „Principles and methodology for computer-assisted instruction (CAI) design“. Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280509.
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As the role of computer-assisted instruction (CAI) rapidly expands in the educational and training efforts of all types of organizations, the need for well-designed, learner-centered CAI continues to grow. The CAI design principles and methodology proposed herein provide systems designers with a framework for designing effective, learner-centered CAI systems that support learning with information technologies. Implementing the framework should lead to CAI that better supports learners in the development of their mental schemas, and ultimately, in achieving their learning objectives. The primary goals of this research are two-fold. First, derive a theoretically and empirically-based set of CAI design principles directed at purposefully exploiting the unique capabilities of information technology to help learners develop their mental schemas. Second, codify a methodology for implementing these principles in the systems analysis and design process. Both goals are accomplished as follows. First, a literature review was undertaken to uncover features important for designing CAI to improve learning. Concurrently, the design features and functionality of several existing CAI were reviewed. A field study of one distinctive CAI was conducted to investigate and substantiate its effectiveness. Results indicated that learners using the CAI improved their achievement significantly more than learners who did not use the CAI. Moreover, learners attributed their improved performance to using the CAI. Based on the literature review, review of existing CAI, and the results of the field study, a set of principles and a methodology for designing CAI were derived. The design principles and methodology focus the CAI design process on supporting learners' development of their mental schemas. Finally, we designed, developed and implemented a prototype web based, multimedia training system in accordance with the proposed CAI design principles. As a partial instantiation of the proposed principles and methodology, this prototype CAI provides a proof-of-concept. The design and effectiveness of the prototype CAI has been tested in a series of experiments. The corroborating evidence from these studies indicates that the prototype CAI is well-designed, usable, and an effective training tool. The demonstrated success of the prototype provides evidence of the merits of the proposed principles and methodology.
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Steinman-Veres, Marla. „Computer-aided instruction and simulations“. Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.
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David, Lynn Denise. „Computer assisted language activities: Are they all the same?“ CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1578.
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This study examines English language learners working in pairs on two different types of computer programs to determine whether the quantity and quality of discourse varies with the type of software program. Also, to investigate how collaborative CALL activities can be designed to promote oral academic language proficiency.
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Taylor, Albert. „A comparison of computer-assisted instruction versus traditional instruction in developmental studies mathematics: implications for administrative instructional change“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/1743.
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This study sought to determine whether there were significant differences in variables pertaining to academic performance of at-risk students enrolled in Developmental Studies mathematics when computer-assisted instruction (experimental group) was a factor and students in regular college algebra using traditional instruction (control group). The characteristics that these students held in common are low Scholastic Aptitude Test mathematics scores (below 350), low high school grade point average (2.0 or below), and over twenty years of age.
The following independent variables were examined: (1) age and (2) gender. The dependent variables examined were: Scholastic Aptitude Test mathematics score (MSAT), (2) high school grade point average (HSGPA), (3) entry College Placement Examination (ECPE), (4) exit College Placement Examination (XCPE), (5) number of quarters required to exit The quasi-experimental design of this study consisted of a historical timeline approach. A version of the nonequivalent control group design was used to compare the variables of the control group with the variables of the experimental group. The data were analyzed using analysis of variance, t-test procedures, analysis of covariance, and multiple range test.
It was found that SAT mathematics score, high school grade point average, entrance College Placement Examination score, exit College Placement Examination score, and maturity (age) were important variables when considering student success in mathematics. It was concluded that although computer-assisted instruction was not superior to traditional instruction, it did provide at-risk students with alternatives for study and practice. The implications from this study indicate that at-risk students have special needs to be addressed, and computer-assisted instruction fills some of those needs. It was recommended that computer-assisted instruction should be integrated into every phase of the curriculum, especially when working with at-risk students.
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Fung, Chi-yuen Eddie, und 馮志遠. „The effectiveness of computer assisted instruction and teacher assisted instruction for teaching English words to mentallyhandicapped children with Autism“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961605.
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Kwong, Chung-yuk. „A classroom study of collaborative study at the computer“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20137424.
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Hoeke, Marilynn Carol. „A computer instructional support environment for information literacy: An experimental analysis“. Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184375.
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A pretest-treatment-posttest experimental comparison of three individual study support environments for an introductory Management Information Systems course indicated a positive trend in student achievement on structured examinations. The three environments studied include a textbook and class notes presentation method, and two Computer Instructional Support Environments (CISE), drill and practice, and tutorial. Of these, the drill and practice individual study support method displayed a consistently positive effect on examination achievement within each of seven MIS topics. Each topic examined could be classified on the basis of the level of learning objective, and further statistical analysis results indicate a strong correlation between the CISE drill and practice method and attaining a learning objective level of knowledge. Previous research in CISE implementation has been limited by the assumptions of single learning objective levels and single presentation methods, when in fact, the environment is highly complex. A series of experimental observations for introductory MIS topics, in which the learning objective level for each is identified, compares three support environments for individual study. Separate statistical analyses, performed on individual topics, indicate a higher level of achievement by student participants in the CISE Drill and Practice environment for score improvement and improvement in the time required to complete the posttest activity. Two ANOVA models examined the relationships between individual study support methods and topics within two classifications of learning objectives. These results indicate a strong relationship between study support method and learning objective level for text score improvement. The pretest-treatment-posttest experimental design used in this analysis may be replicated across additional topics within the Introductory MIS course to increase the number of topic observations in each learning objective classification. In addition, the experiment can be performed using the same topics to increase the sample size and further clarify the statistical results.
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Mudimba, Bwini Chizabubi. „A platform for computer-assisted multilingual literacy development“. Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1004850.
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FundaWethu is reading software that is designed to deliver reading lessons to Grade R-3 (foundation phase) children who are learning to read in a multilingual context. Starting from a premise that the system should be both educative and entertaining, the system allows literacy researchers or teachers to construct rich multimedia reading lessons, with text, pictures (possibly animated), and audio files. Using the design-based research methodology which is problem driven and iterative, we followed a user-centred design process in creating FundaWethu. To promote sustainability of the software, we chose to bring teachers on board as “co-designers” using the lesson authoring tool. We made the authoring tool simple enough for use by non computer specialists, but expressive enough to enable a wide range of beginners reading exercises to be constructed in a number of different languages (indigenous South African languages in particular). This project therefore centred on the use of designbased research to build FundaWethu, the design and construction of FundaWethu and the usability study carried out to determine the adequacy of FundaWethu.
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Minnes, Wendy-Jene. „Teacher collaboration around computer use with English as a second language students“. Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31839.
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This study analyzes what happened when an innovation that assumed some form of teacher collaboration around computer use with English as a Second Language (ESL) students was implemented. It describes the nature and extent of teacher collaboration found to occur and seeks to account for the patterns that emerged by examining some prevalent structural and cultural features of school life. The particular notion of collaboration considered involves explicit, ongoing discussion and mutual planning.
Conditions established for the innovation's implementation revealed the expectation that teachers would coordinate their work around computer use to integrate the language and content learning of ESL students. Observation and teacher interviews indicated that resource and ESL classroom teachers tended to engage in "expert-novice" or "peer" relationships, depending on the extent of their computer knowledge. Generally common to both forms of collaboration around computer use were the following patterns: one-on-one encounters; brief, informal exchanges; short-term planning; implicit roles and expectations; and a focus on computer-related concerns. An analysis of these patterns suggests that the school's organization of physical space, time, and authority, as well as teacher norms of individualism and
noninteraction, their classroom-centered focus and adherence to a practicality ethic, may have served to shape the emergent forms of teacher collaboration.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Fok, Wai-hung, und 霍偉雄. „The implementation of ICT in design & technology of senior form“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B39848711.
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Snyder, Jeffrey S. „Effects of computer assisted instruction on learning a case study /“. Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.Source: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).
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Schroeder, Leah M. „The value of computer-assisted instruction in secondary science education“. CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/172.
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Chansilp, Kacha. „Development, implementation and evaluation of an interactive multimedia instructional model : A teaching and learning programming approach“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1299.
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This study sought to explore the outcomes from the use of a dynamic interactive visualisation tool among novice programmers in an introductory computer programming course. The proposed model, Dynamic Interactive Visualisation Tool in Teaching C (DIVTIC), was designed to use multimedia and visual imagery to provide learners with a step-by-step representation of program execution in the C language as a means of enhancing their understanding of programming structures and concepts. DIVTIC was designed to support constructivist learning principles and combined collaborative and visualisation learning strategies with use of the Internet and the World Wide Web to support the learning of programming. The feasibility and effectiveness of DIVTIC was explored among a cohort of 100 undergraduate engineering students, 50 in a control group and another 50 in an experimental group, studying an introductory programming course at Suranaree University of Technology (SUT) in Thailand, The study found that the use of DIVTIC was a successful complement to conventional teaching. The results clearly demonstrated the advantage of using DIVTIC among low achieving students. The students from this level in the experimental group significantly outscored their counterparts in the control group in the final test suggesting that DIVTIC was an important element in their learning process. Interestingly, these low achieving students used DIVTIC most and achieved highest grades. However, lower achieving students appeared to learn from simply viewing the animations rather than being highly interactive and stopping and starting them consistently. The study found that the visualisation process implemented in DIVTIC could be of considerable assistance to a particular group of students, those with a low GPA, in developing their understanding of difficult programming concepts.
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Thomas, Bradley S. Shilgalis Thomas Walter. „A computer assisted instruction approach to supplement the classroom instruction addressing mathematics of finance“. Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088034.
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Thesis (D.A.)--Illinois State University, 2002.Title from title page screen, viewed November 29, 2005. Dissertation Committee: Thomas Shilgalis (chair), Kenneth Berk, Patricia Klass, Beverly Rich, Charles Vanden Eynden. Includes bibliographical references (leaves 60-61) and abstract. Also available in print.
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Barnes, Jimmy H. „An Investigation Of The Effectiveness Of Computer-Assisted Mathematics Instruction As Opposed To Traditional Instruction“. NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/403.
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This study was conducted to compare the mathematics achievement of an experimental group taught with computer-assisted instruction and a control group taught with traditional classroom instruction. Subjects were tenth grade students at Chattooga High School in summerville, Georgia. All students who participated in this study received at least fifty minutes of mathematics instruction per day. This included teacher presentation, discussion, small group work, drill and practice, classroom exercises, and homework assignments. Students in the control group practiced basic mathematics skills using pencil and paper while students in the experimental group practiced basic mathematics skills using computer-assisted instruction.
Data for this study were student scores on the mathematics portion of the Georgia Basic skills Test. Student scores were analyzed in the areas of concept identification, component operations, and problem solving. The data were analyzed using a multivariate analysis of variance. The analysis was performed using SPSS-X statistical software. Analysis of the results showed no difference between the two groups and the null hypothesis was not rejected. Based on the results of this study, the researcher concluded that computers are as effective as traditional classroom instruction in the secondary mathematics classroom. Recommendations of this study include a comprehensive staff-development program for all teachers who will be using computers in the classroom. These teachers should also have computers available at all times for their personal use. The existing curriculum should be modified to effectively use technology in the classroom, and studies should be conducted to determine the effectiveness of computer-assisted instruction in other areas of the mathematics curriculum. Additionally, follow-up studies should be conducted to determine the effect of computer-assisted instruction on retention of basic mathematics facts.
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Fung, Chi-yuen Eddie. „The effectiveness of computer assisted instruction and teacher assisted instruction for teaching English words to mentally handicapped children with Autism“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22329997.
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Jiang, Yue. „Computer-assisted observational learning of novice Tai Chi learners“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19669.
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This study examined the effects of three computer-assisted cuing programs on the observational learning of a Tai Chi action sequence by thirty-one novice adult learners. Digital video demonstrations with visual cues, verbal cues, and both visual and verbal cues as well as no cues were presented. On the first and fifth trial participants completed a cognitive resequencing task, and on each of five learning trials attempted to physically perform the sequence. A retention test was also administered. The Pictorial Cognitive Resequencing Task results were somewhat equivocal as some of the treatment programs facilitated enhanced performance but participants in the "control" group also improved their performance. Physical performance as measured by the Technical Action Score and the Flow Action Score showed that the "visual and verbal treatment" group significantly improved performance in comparison to the "control" group. Based on the results and post-test interviews suggestions for future research were presented.
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Yellen, Richard Emerson. „Increasing the propensity to use computer application software“. Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184286.
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The use of computer application software could be increased. The goal of this research was to uncover a design for a module which instructs the potential user how to use software. This type of module, called an instructional module, would, when incorporated on software such as decision support tools, increase the willingness of novices to use the software more frequently. Four instructional modules designs, which were the result of combining two states of two variables of instructional module design, were examined. The four designs are (1) an automated programmed learning module; (2) an automated help facility; (3) a manual programmed learning module and; (4) a manual help facility. A financial decision support tool was developed, and each of the four instructional modules designs was placed separately on the decision support tool. This created, in effect, four different tools. Subjects in the experiment were business school students with no formal experience using a decision support tool. Each subject was exposed to two of the four instructional module designs during a training session which lasted one hour. One month after the training session, the subjects were reassembled for a second session. During this session, the subjects selected one of the two tools, with its instructional module, which they had been exposed to previously. The subjects were to use the selected tool to solve problems which would likely require them to access the instructional module. In addition to these behavioral selection data, attitudinal data concerning the instructional module designs were also collected throughout both sessions of the experiment. Based on their selection and their attitudinal responses, the subjects indicated that the tool with the automated programmed learning module was the module of choice. The research methodology successfully provided input for instructional module design for computer application software such as decision support tools.
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Yu, Hsien-Yu. „Computer-assisted English as a foreign language curriculum design“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1311.
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Chan, San-wing Frederick, und 陳新榮. „Developing inquiry based learning in secondary geography education topic: weather forecast : an actionresearch“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3984870X.
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Fogel, Earl. „Teaching Prolog using intelligent computer-assisted instruction and a graphical trace“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27923.
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Two methods for improving the quality of Computer Assisted Instruction are examined. They are: using Intelligent Computer Assisted Instruction techniques to make the CAI system more flexible, and using graphics to increase the efficacy of teaching.
Two computer systems for teaching the Logic Programming language Prolog were developed.
The first is an ICAI system which uses the prerequisite relationships of the course material to plan a course of study. It distinguishes between methods of instruction and topics of instruction, giving students a great deal of freedom in choosing either one.
The second is an animated trace which graphically illustrates the execution of Prolog programs. Information is displayed in three windows — one for Prolog goals, one for the database, and one for output from the program being traced.
Results indicate that ICAI and graphics can both be used effectively in the teaching of programming languages, particularly in combination.Science, Faculty of
Computer Science, Department of
Graduate
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Coomes, Pat. „The Effects of Computer Assisted Instruction on the Development of Reading and Language Skills“. Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330663/.
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This research investigates the effects of a planned program of computer assisted instruction on reading and language development of fourth grade students. The purpose of the study was to determine the effectiveness of microcomputer usage in supplemental reading and language instruction. Fifty-one matched pairs of fourth graders completed the one school year study. A t test for related samples was used to analyze the data. Multiple linear regression was used to allow a more detailed review of the basic data, including gender and entering ability. The findings include the following. 1. Post test scores for total reading or total language on the Comprehensive Test of Basic Skills of the experimental group did not differ significantly from the scores of the control group. 2. The incremental differences in the post test scores for the boys or the girls in the experimental group did not differ significantly from those of the boys or the girls in the control group in either reading or language. 3. For students starting lower, toward the middle or higher on the Comprehensive Test of Basic Skills total reading or total language, the relative progress of the experimental group of any of the three groups did not differ significantly from those of the control groups. The general conclusion to be drawn from this study is that using prescribed software for thirty minutes a week did not significantly improve total reading or total language scores on the Comprehensive Test of Basic Skills. This study also indicates no significant differential effects on entering ability or gender. These recommendations were made. 1. More weekly computer time be utilized in further research. 2. Further evaluation of software as it relates to basic classroom curriculum for all levels of achievement should be studied. 3. Further study should be conducted on gender as it relates to C.A.I. in learning, including the possibility of using different software programs to reinforce the same skills for boys and girls.
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McMurry, Benjamin L. „Evaluation in Computer-Assisted Language Learning“. BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3306.
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Evaluation of Computer-assisted language learning (CALL) needs to be scrutinized according to the same standards of evaluation as other professional materials. Evaluation can be divided into two distinct, yet similar, categories: formal (following a prescribed evaluation model) and informal. The aim of this dissertation is two-fold. The first purpose is to benefit the field of CALL by situating CALL evaluation in the context of frameworks used formal evaluation. The second purpose is to discover informal evaluation practices of CALL practitioners. First, with regard to formal evaluation of CALL materials, practices and insights from the field of evaluation would help CALL researchers and practitioners to conduct systematic evaluations that report findings that other researchers and practitioners find useful. An evaluation framework is proposed that includes common evaluation tasks conducted by evaluators in the field of formal evaluation to produce a workflow model for designing and conducting evaluations in CALL. Second, regarding the informal evaluation of CALL materials, learning about the processes of teachers when evaluating CALL for classroom use will help direct developers of CALL materials, address user concerns, and may indirectly increase the quality of CALL materials. After looking at this two-fold question—formal and informal evaluation of CALL materials—we found that formal evaluation in CALL may benefit from the adoption of evaluation practices from formal evaluation literature. Regarding informal evaluation, we found that teachers consider pedagogy, accessibility, and authenticity when reviewing CALL resources and activities for consideration for use in the classroom. Based on this finding we provide implications for language program administrators, teacher trainers, CALL software developers, and language teachers.
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Luckevich, Diana. „Computer Assisted Instruction for Teaching Vocabulary to a Child with Autism“. NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/688.
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Children with autism have difficulty communicating. Their limited vocabulary reduces their comprehension of language and their use of speech to express thoughts and needs. Increasing vocabulary is important to improve communication skills. These children do not learn language like typical children. They have limited joint attention skills and impaired basic learning skills that impede their communication. Specialized instruction is necessary to help them learn language. They need to be explicitly taught words, phrases, and sentences.
Computer assisted instruction (CAI) offers interactive, customizable, and measurable training for learning language. Children with autism can use CAI to learn at borne, in a clinic, and in a classroom. It is readily available and affordable and computers are prevalent. CAL offers repetition, predictability, and interesting instruction that can support individual and classroom instructional goals. The complications, considerations, and possibilities of using CAI in a classroom are explored in this single subject investigation. The use of CAI by a child with autism to learn words was investigated. The First Words II software by Laureate Learning Systems was used in a preschool classroom. The case provides a comprehensive description of the participant including his pre-treatment skills, treatment behaviors, and test results. Four research questions were answered. How does CAI that presents pictures of objects impact the acquisition, generalization, and retention of new words by a child with autism? How does text captioning of pictures presented in CAI affect a child with autism? What behaviors help a child with autism learn new words using CAI? How can a child with autism benefit from using CAI in a classroom? Results gathered from the CAT treatment indicate that the participant made progress toward learning new object labels. Additional skills beyond the content delivered by the CAI were also demonstrated by the participant. These skills included increased motivation, strengthened positive relationship with a teacher, improved joint attention, sustained concentration with an instructional task, and verbal and motor imitation. The participant enjoyed using the CAI l in the classroom.
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Miglin, Carol. „Effectiveness of Computer Assisted Instruction in the High School Chemistry Lab“. NSUWorks, 1990. http://nsuworks.nova.edu/gscis_etd/724.
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This study was conducted to determine the use of computer assisted instruction in the high school chemistry lab. The author used the data and information gathered to focus attention on computer use in the science classroom and determined the need for this focus by surveying the science teachers at the study site. The author concluded from the survey 25 percent of the teachers used computer assisted instruction (CAl) frequently, 25 percent used CAl occasionally and 50 percent did not use CAl at all.
The two sets of software user in the study for the basis of the development of the computer assisted labs were Chem Lab Evaluation written by Everett Kirshner for Edu Tech Company and. Temperature Plotter software and computer interfaced lab packs by Vernier Software Company. The author evaluated both sets of software using the software evaluation form from the Software Evaluation Exchange Dissemination (SEED).
The students participating in this study were the author's two Academic Chemistry classes. The academic level is the middle of the three chemistry levels taught at the study site. Each class consisted of 14 juniors placed in the classes because of scheduling procedures used at the study site.
The author instructed each class in 87 minute lab periods once a week over a two month period and covered the same lab material with both classes. However, the experimental group used the computer assisted instructed labs and the control group used the traditionally taught labs.
An experimental posttest only design was used in this study and, upon completion of the two month lab instruction period, a posttest taken from the Chem Lab Evaluation software was administered to each group under- normal classroom conditions. There was no significant difference between posttest means. However, the computer assisted instruction group took less time to solve the lab activities.
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Yeh, Shih-Yi, und 葉世一. „Orthodontics computer-assisted instruction system“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/80313014772085037264.
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碩士國立中正大學
資訊管理所暨醫療資訊管理所
98
Malocclusion is a very common oral disease. People with malocclusion often appeal to orthodontics for treatment. Since the treatment of orthodontics often takes several years, simulation and animation with 3D visual effect provides a good communication vehicle between patients and dentists before the treatment. In this paper, we developed a framework of CAI (computer assisted instruction) system with case-based reasoning for orthodontics. The system collects a lot of past cases of orthodontic and makes a 3D animation for each case, which simulates the moving and morphing from the pre- to the post-treatment. When a dentist encounters a new case, a past case will be selected based on the distance between the new case and the past one. A 3D animation of this most similar case will also be displayed. The system also incorporated pathological rules used for classifying the cases with different symptoms. Based on the rules, the search space for the similar cases can be reduced. It provides a more convenient and efficient tool for communication.
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Huang, Ze-Yi, und 黃則屹. „Tablet Computer Assisted Instruction System“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/fyqx5h.
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碩士國立虎尾科技大學
資訊管理研究所
102
Science and technology is constantly and rapidly developing. Many related products make people''s life change a great deal. In the past, students used the paper books in the traditional teaching. Recently a lot of scholars advocated the use of mobile device. Results from several papers also proposed that good learning performance could be achieved for applying technology on class teaching. In this thesis, a computer assisted instruction system is designed on mobile devices. It provides students and teachers to use. Every 5 minutes, the system records the present usage situation, and observes students’ learning situation in class. Abnormal record is offered teachers for in class performance reference. In the end, the questionnaires are handed out to fill in, and collected data is analyzed. Hopefully this will continue to improve system function, and promote usage satisfaction and teaching achievement.
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Yin, Shun-Lung, und 尹順隆. „Computer music application and Assisted Instruction“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/g6pqyu.
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Lin, Cheng-Miao, und 林鉦淼. „A Study on Computer Assisted Instruction“. Thesis, 2003. http://ndltd.ncl.edu.tw/handle/05156753729436835872.
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碩士大同大學
機械工程研究所
91
A Study on Computer Assisted Instruction for Friction Analysis ABSTRACT The friction is divided three parts to discuss in this research that are dry friction, effort-saving machines and dynamics friction. The electron book provides point to read and according to the theory of C.A.I. that program can have various methods of the learning and different learning feedback. The managerial function of the web teaching plus the instant renewal and discussions can enhance traditional C.A.I.. The teaching program includes electron book, C.A.I. and network. 1. Electron Book (1) Teaching material: The points are sorted to be electronics file to provide the students to read. (2) Memorandum: The user records the learning process in memorandum, it is saved by texts in Hard Disk. User also can use it by VB for reviewing or updating. 2. C.A.I. According to vertical thinking to write solving steps and according to lateral thinking to display the solving methods and points to provide students understand. The contents of C.A.I. can be divided (1) Theory chapter; (2) Teaching chapter; (3) Test chapter; (4) Imitation chapter. According to time effect there is enough time letting learners make to practice repeatedly so that they can understand and master teaching material. 3. Network To get the basic contents and questions practice to the network to be the web teaching. The managerial function can manage the people who want enter or out the website conveniently and provide teacher to test and homework for students. Students can discuss and learn each other in the discussion if they cannot get the answers they can discuss to the teacher directly by electron mailbox. This study has integrative research to help the students has whole idea to the friction, and to enhance network to strengthen traditional C.A.I.. It must be helpful for teacher to teach and students to learn, to advance to a higher school and to get a job.
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Maboe, Kefiloe Adolphina. „Computer assisted instruction in nursing education“. Diss., 2006. http://hdl.handle.net/10500/1799.
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A quantitative, descriptive research study was conducted at a nursing college to investigate the nature of nursing learners' exposure to computer assisted instruction and computer-based learning, the perceived benefits of this exposure, and the problems that they had encountered. Learners, who had been exposed to computer assisted instruction and computer-based learning, participated. A self-administered, structured questionnaire was administered to collect data. The research results revealed that the learners had limited exposure to educational computer packages, and computer-based learning activities. They encountered numerous problems. Although the learners derived many benefits from computer assisted instruction, this did not result in effective learning. They indicated that they preferred computer assisted instruction more than traditional teaching methods. This study contributed towards recommendations on improving learners' access to the necessary facilities, equipment and educational computer software. The researcher also recommended strategies to ensure that computer assisted instruction is based on sound educational principles.Health Studies
M.A. (Health Studies)
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Hoskins, Thomas J. Jr, und Janet D. Orrell. „Computer assisted instruction: two decades in perspective“. Thesis, 1987. http://hdl.handle.net/10945/22685.
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