Relevant bibliographies by topics / Computer-assisted instruction Juvenile software

Academic literature on the topic 'Computer-assisted instruction Juvenile software'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Computer-assisted instruction Juvenile software"

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Babb, Emerson M. "Computer-Assisted Instruction for Financial Management." Journal of Agricultural and Applied Economics 19, no. 1 (July 1987): 119–22. http://dx.doi.org/10.1017/s0081305200017441.

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AbstractThis paper describes computer-assisted instruction for financial management which can be used to supplement an undergraduate course or to update training of persons in agribusiness. It is used to review principles of financial management, to illustrate analytical techniques, and to provide practice in the use of financial concepts and techniques. The material covered is similar to that found in traditional textbooks. Student evaluations of the software were fairly positive, but teaching effectiveness needs to be measured.
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Simon, William. "Anatomy helper: computer-assisted anatomy instruction." Computer Methods and Programs in Biomedicine 26, no. 1 (January 1988): 71–74. http://dx.doi.org/10.1016/0169-2607(88)90076-4.

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Alperson, Jay R., and Dennis H. O'Neil. "A Simplified Approach to Creating Software for Computer-Assisted Instruction." Social Science Microcomputer Review 5, no. 3 (October 1987): 325–30. http://dx.doi.org/10.1177/089443938700500305.

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Rushinek, Avi, Sara F. Rushinek, and Joel Stutz. "The Learning Curve: Computer Assisted Instruction and Programming." Journal of Educational Computing Research 1, no. 2 (May 1985): 149–55. http://dx.doi.org/10.2190/l0a7-cxr5-bg3w-mg6c.

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The present study evaluates the learning curve of students who are learning to program in BASIC via classroom instruction supplemented by the use of Computer Assisted Instruction (CAI) software tutorials. This study identifies the “difficult to understand” areas. It concludes that some topics are significantly more difficult to understand as compared to other topics. It further appears that as the level of topic difficulty increases, the additional complexity offsets the effects of the learning phenomena, leading to a slower pace of learning more advanced topics. The understanding of such problems may be helpful for system resources planning and control.
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Betlach, Judith A. "Framework for Computer Assisted Instruction Courseware: A Case Study." Journal of Educational Technology Systems 15, no. 1 (September 1986): 35–52. http://dx.doi.org/10.2190/q0k2-6637-84hg-64cc.

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This article systematically investigates, defines, and organizes variables related to production of Computer Assisted Instruction (CAI) courseware for the U.S. Army Logistics Management Systems Activity (ALMSA), St. Louis. Initial decisions regarding selection of analysis and design methodology, hardware, software and authoring languages were strongly influenced by availability within the ALMSA user community. Subsequent refinements may be required, but prototype boundaries have now been delineated for this prototype effort.
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FRENCH, DEANNE. "USING LEARNING THEORY TO DESIGN AND EVALUATE COMPUTER-ASSISTED INSTRUCTION SOFTWARE." Nurse Educator 11, no. 5 (September 1986): 33–37. http://dx.doi.org/10.1097/00006223-198609000-00016.

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Foster, Matthew E., Jason L. Anthony, Doug H. Clements, Julie Sarama, and Jeffrey M. Williams. "Improving Mathematics Learning of Kindergarten Students Through Computer-Assisted Instruction." Journal for Research in Mathematics Education 47, no. 3 (May 2016): 206–32. http://dx.doi.org/10.5951/jresematheduc.47.3.0206.

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This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds.
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Tinsley, Larry, and David Easa. "Pulmonary diseases in the neonate: a computer-assisted instruction." Computer Methods and Programs in Biomedicine 22, no. 1 (March 1986): 93–101. http://dx.doi.org/10.1016/0169-2607(86)90098-2.

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Shenouda, Wagih, and Vicki Wolfe. "Integrating Computer Assisted Instruction with the Teaching of Language." Journal of Educational Technology Systems 24, no. 2 (December 1995): 189–94. http://dx.doi.org/10.2190/l3y5-vhqh-1m38-bq5h.

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Faculty and Educational Technology Center staff at the College at Old Westbury have created an electronic language laboratory and integrated it into a variety of language courses, including English as a Second Language (ESL), Spanish, and French. This presentation describes the selection of the lab's software and hardware, a description of two ESL programs, and a discussion of the integration of these programs into the classroom curriculum. Using pre- and post-tests, we have measured students' progress in acquiring college-level English language skills by supplementing in-class instruction with independent work in the language lab.
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Moeller, Susan, Elia Powers, and Jessica Roberts. "«The World Unplugged» and «24 Hours without Media»: Media Literacy to Develop Self-Awareness Regarding Media." Comunicar 20, no. 39 (October 1, 2012): 45–52. http://dx.doi.org/10.3916/c39-2012-02-04.

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Across the globe, many students have easy and constant access to media, yet they often receive little or no instruction about the impact of their media consumption. This article outlines a «24 hours without media» exercise in accordance with the guidelines set in Module 7, Unit 1 of the UNESCO curriculum. In the fall of 2010, nearly 1,000 students from a dozen universities across five continents took part in «The World Unplugged» study. Researchers at the University of Maryland gathered students’ narrative responses to the going without media assignment and analyzed them by using grounded theory and analytic abduction, assisted by IBM’s ManyEyes computer analysis software. Results showed that going without media made students dramatically more cognizant of their own media habits –with many self-reporting an «addiction» to media– a finding further supported by a clear majority in every country admitting outright failure of their efforts to go unplugged. Students also reported that having constant access to digital technology is integral to their personal identities; it is essential to the way they construct and manage their work and social lives. «The World Unplugged» exercise enabled experiential learning; students gained increased self-awareness about the role of media in their lives and faculty came to better understand the Internet usage patterns of their students, enhancing their ability to help young people become more media literate. La mayoría de los jóvenes del mundo se conecta habitualmente a los medios de comunicación; sin embargo, en pocas ocasiones reciben formación respecto a los impactos que este consumo mediático tiene en ellos mismos. Este artículo expone la experiencia llevada a cabo en el marco del Currículum UNESCO, denominada «24 horas sin medios». En otoño de 2010, cerca de 1.000 estudiantes de 12 universidades de cuatro continentes participaron en el estudio «El mundo desconectado». Investigadores de la Universidad de Maryland (Estados Unidos) recogieron rigurosamente las reflexiones de los alumnos que participaron y las analizaron a través del programa estadístico IBM’s ManyEyes. Los resultados muestran que los jóvenes, a raíz del ejercicio, fueron más conscientes de sus hábitos mediáticos, y muchos de ellos indagaron sobre su propia «adicción» a los medios, mientras que otros no consiguieron siquiera concluir estas 24 horas sin medios. También se pone en evidencia que el acceso cotidiano a la tecnología digital forma parte ya de su identidad juvenil y son básicas para entender su forma de trabajar y sus relaciones sociales. También se demuestra que los alumnos aumentaron su autoconciencia sobre el papel de los medios en sus vidas, y el profesorado comenzó a comprender mejor los intereses de sus alumnos, así como sus parámetros de consumo de Internet, mejorando sus habilidades para ayudar a los jóvenes a estar más alfabetizados mediáticamente.
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Dissertations / Theses on the topic "Computer-assisted instruction Juvenile software"

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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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Wu, Chun-ho, and 胡俊豪. "Learning marketing through simulation software." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B40040239.

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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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Bell, Charles William. "Effectiveness of educational computer software with hearing impaired students." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25345.

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This study addresses the effectiveness of educational microcomputer software with hearing impaired students. A review of the literature revealed a large void in the empirical research on this topic and also indicated that a lack of suitable and appropriate software, was a major hurdle to the successful use of CAI with hearing impaired students. This study investigated the effectiveness of a specific educational microcomputer program (MECC : Trapezoids and Triangles Areas) with a group of hearing impaired students. The 18 students were randomly divided into two groups. One group viewed the tutorial portion of the software and then worked with the practise section. While the other group worked only with the practise section of the software. This was done to measure and compare the effectiveness of both portions of the program. The students were carefully observed as they interacted with the computer. Problems they encountered with the software, their achievement during exposure to the software and on pre and post tests, were all recorded by the experimenter. These data were used to measure the changes that took place due to microcomputer application, to evaluate the effectiveness of this software, to make recommendations regarding the characteristics required to improve this software, and to set "guidelines" for the development of future educationally effective software for the hearing impaired. The results revealed the need for software that contains a measured and controlled level of syntax, more advanced diagnostic and remedial capabilities, and a simplified more thorough presentation of the information. This study demonstrated the need for more research related to identification of the important factors and teaching strategies which make software more educationally effective for use with hearing impaired students.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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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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Heinz, Adrian. "Algorithms and software systems for learning and research." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536758.

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Software systems have experienced an impressive growth in the last few decades and have impacted a wide variety of areas. In this respect, two elds bene t greatly. Learning and research. In this work, we present several software systems that we have created to assist in the process of learning and to help researchers by performing complex computations and generating data. We demonstrate three web-based educational video games that we developed to teach science to middle school students. We also describe several software systems that we created for research in graph theory and model checking. Finally, we discuss our results, contributions and future directions.
Educational perspectives -- Graph algorithms and their applications -- E-learning -- Model checking.
Educational perspectives -- Graph algorithms and their applications -- E-learning -- Model checking.
Department of Computer Science
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Ho, Chiu-chi, and 何釗志. "The use of computer software in geometry learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196011X.

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Dybvik, Bruce J. "An examination of student perceptions of lynda.com software tutorial training." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008dybvikb.pdf.

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Auclair, Christian. "Promoting the acquisition of active knowledge with the use of computer multimedia : establishing a theoretical basis for guidelines in instructional software design." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35199.

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The multimedia computer is a relatively new product that is capable of presenting information through a variety of media such as text, animation, video & sound. Commercial developers, researchers and other multimedia advocates have been making claims about the potential for multimedia in promoting learning and, consequently, its beneficial uses as a learning tool within the classroom. This study investigates the conditions under which the organization and coordination of multimedia sources promotes the acquisition of knowledge. Based upon a review of the literature, five hypotheses are generated with respect to the development of instructional software as an effective learning tool. These hypotheses are then tested in a study that looks at the effects of various multimedia designs. One hundred students, half of high-ability (i.e., high-stream) and the other half of average ability (i.e., regular stream), were assigned to one of five multimedia conditions (e.g., text only (T); text with animation (TA); text with animations and captions (TAC); animations and captions (AC); refined animation and captions (RAC)). The instructional material presented information on how to find South using two sticks, some string and the Sun. The TAC and RAC groups outperformed the other three groups on scores of verbal recall, visual recall, and enactment of the main procedures. These two groups also obtained higher scores on detailed analyses of written recalls. Finally, interaction effects for stream level and computer presentation group were also obtained. The results from this study are contrasted to those of an earlier study by Breuleux et al. (1993). The implications of these results are discussed in terms of statistical support for theoretically based guidelines for the development and design of effective instructional multimedia.
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Esterhuyse, Maxine Pier. "A best practice e-learning environment for software training." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/12165.

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The incorporation of best practice in e-learning environments can increase the probability of success for companies and learners alike. By identifying and understanding the barriers that potential learners may face when interacting with e-learning products, the potential for e-learning failure may be alleviated. There are a variety of benefits that may be realised by companies incorporating e-learning opportunities into their management strategies. However, certain pedagogical principles, metrics and components need to be investigated and implemented in order for a corporate e-learning environment to be successful. The aim of this research is to prototype and evaluate a practical e-learning environment for software training (eLESTP) with e-learning components consisting of interactive learning objects that can guide the development and management of online training in the corporate context. The eLESTP is based on a theoretical contribution that is conceptualised in the form of an e-learning environment for software training (eLESTT). Hence, this study followed a research methodology that is appropriate for educational technologies, namely the Design-Based Research (DBR) methodology, which was applied in iterative cycles. Quantitative and qualitative data was collected by means of a case study, interviews, a focus group and survey. The proposed eLESTP underwent several iterations of feedback and improvement and the result is a real-world solution to the problem at hand. With the purpose of determining the success of corporate e-learning, the barriers and critical success factors for e-learning as well as evaluation criteria were explored. Interviews, a focus group and a survey were conducted in order to validate the investigated literature in a real-world context. Informal interviews enabled a better understanding of the organisational context of this study. The focus group was conducted with customers who were undergoing face-to-face training using conveyancing software developed by Korbitec. Many of the issues faced by learners identified in literature regarding e-learning in developing countries were identified by the participants from the case study. An e-learning survey was used to gather information regarding the intention of Korbitec’s customers to use e-learning as well as their satisfaction with using e-learning. From the survey, it was found that respondents were positive regarding intention to use and satisfaction toward e-learning usage. DBR Cycle 1: Problem Investigation and Proposal entailed the initial problem investigation by conducting a literature review, focus group and survey. DBR Cycle 2: Design Alternative 1 of this study involved a design alternative for eLESTP, namely Prototype 1. DBR Cycle 3: Design and Evaluate Alternative 2 involved the design and prototyping of Prototype 2 for eLESTP as well as the improvement of Prototype 2 through sub-cycles of testing and refinement. The suggestions for improvement were obtained from the relevant stakeholders at Korbitec who are content developers and subject-matter experts. The criteria used to evaluate the success of eLESTP, including its e-learning components, were synthesised and adapted from literature and a new set of evaluation criteria for e-learning environments in software training contexts was proposed. The evaluated eLESTP consists of the technology basis of the Modular Object Oriented Dynamic Learning Environment (Moodle), design guidelines for e-learning components, certification and competency-based training, pedagogical principles and best practice. Overall, eLESTP was positively received by various evaluator groups in formative and summative evaluations. The research results indicate that the use of an e-learning environment for software training purposes was useful and necessary. In support of this Masters dissertation, the following three conference papers have been published and presented at one local conference and two international conferences. In addition, an article has been published in an accredited journal: 1. IDIA 2015, Conference Paper – Zanzibar (Tanzania); 2. Conf-IRM 2016, Conference Paper – Cape Town (South Africa); 3. MCIS 2016, Conference Paper – Cyprus (Europe); and 4. IJIKM 2016, Journal Article.
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Books on the topic "Computer-assisted instruction Juvenile software"

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Easley, Ray. Quality educational software: For ages 4-10. [United States: s.n., 1993.

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Inc, ebrary, ed. iPad for kids: Using the iPad to play and learn. Boston, MA: Cengage Learning, 2011.

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Harmonic, Vision Inc. Music ace 2: Takes beginners to the next level! 3rd ed. Evanston, IL: Harmonic Vision, 1999.

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Adler, Carolyn. Software evaluation, a training manual. [Tampa, Fla.]: Florida Center for Instructional Computing, 1986.

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Lehman, Mark W. Computer-assisted auditing with Microsoft Great Plains dynamics. Mason, Ohio: South-Western/Thomson Learning, 2003.

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(Netherlands), Bibliotheekraad. Depot van educatieve software. 's-Gravenhage, Nederland: Bibliotheekraad, 1987.

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Owston, Ronald Davis. York educational software evaluation scales. North York, Ont: Faculty of Education, York University, 1985.

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Self, John. Microcomputers in education: A critical evaluation of educational software. Brighton: Harvester, 1985.

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Weaver, Dave. The state of educational software: A MicroSIFT report. Portland, Or: Technology Program, Northwest Regional Educational Laboratory, 1989.

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Selecting and implementing educational software. Boston: Allyn and Bacon, 1987.

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Book chapters on the topic "Computer-assisted instruction Juvenile software"

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Chabay, Ruth W., and Bruce A. Sherwood. "A Practical Guide for the Creation of Educational Software." In Computer-Assisted Instruction and Intelligent Tutoring Systems, 151–86. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315044361-6.

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Yu, Shu Chuan, and Chih Hong Huang. "Computer Assisted Instruction: Free Software Constructing the Procedural Knowledge of People with Moderate and Severe Mental Retardation." In Advances in Intelligent and Soft Computing, 21–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28466-3_4.

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Feenstra, H. "Computer-assisted Instruction of Component Reading Skills." In Eurit 86: Developments in Educational Software and Courseware, 101–7. Elsevier, 1987. http://dx.doi.org/10.1016/b978-0-08-032693-1.50026-5.

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Hu, Zhi-Hui, Billy H. W. Chiu, Howard Leung, and Yun Xu. "An Educational Game Helping Learners to Distinguish Similar Chinese Characters while Minimizing Human Efforts in Game Content Creation." In Intelligent Learning Systems and Advancements in Computer-Aided Instruction, 164–80. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-483-3.ch010.

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One of the difficulties in learning Chinese Characters is distinguishing similar characters. Usually similar characters have quite different meanings. This can cause misunderstanding and miscommunication in daily life. It is thus important for students learning the Chinese language to be able to distinguish similar characters and understand their proper usage. In this chapter, the authors propose some educational games to train students to distinguish similar characters. As Computer Assisted Language Learning (CALL) software, the proposed educational games can reduce the workload of teachers for delivering language lessons. By applying Computer Assisted Item Generation (CAIG) technique, a large amount of assessment items can be generated efficiently. The authors propose a method to identify similar Chinese characters such that the game content creation can be made automatic thus minimizing the human efforts. Learners need to understand the concepts rather than memorize the answers in order to perform well in the games. This results in a high replay value for the proposed educational games.
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Lang, Teresa, and Dianne Hall. "Cognition, Technology, and Performance." In Solutions and Innovations in Web-Based Technologies for Augmented Learning, 35–52. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-238-1.ch003.

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Development and sale of computer-assisted instructional supplements and course management system products are increasing. Textbook sales representatives use this technology to market textbooks, and many colleges and universities encourage the use of such technology. The use of course management systems in education has been equated to the use of enterprise resource planning software by large businesses. Research findings about the pedagogical benefits of computer-assisted instruction and computer management systems are inconclusive. This study describes an experiment conducted to determine the benefit to students of using course management systems. The effects of cognition, learning styles, and computer attitude were considered and eliminated to better isolate any differences in performance. Student performance did not improve with the use of the technology.
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Jia, Jiyou, Zhuhui Ding, Yuhao Chen, and Xuemei Cui. "The Study of the Relationship among Learner-Content Interaction, Learning Performance, and Learner Satisfaction in a Blended Learning English Class in a Rural High School." In Educational Stages and Interactive Learning, 191–208. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch012.

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Learner-content interaction is one of the four interaction types in computer assisted instruction systems. “Without leaner-content interaction, little or no learning will occur” (Moore, 1993). The authors developed a web-based vocabulary and listening learning and assessment system for English instruction, which focuses on the learner-content interaction based on the behaviorisms learning theory. The authors integrated it into a normal English class weekly for a term in a high school located in a rural province in China. They analyzed the student exam scores, the student survey answers, learner-content interaction records in the learning system, and their relationship using statistical software SPSS. The research reveals that there exists almost significant positive correlation between learner-content interaction and learning performance, but there is not any correlation between the learner-content interaction and learner satisfaction. The survey results also demonstrated the learners’ satisfaction with this interactive learning system. The reasons for those findings are analyzed. Finally, limitations and further work are discussed.
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Surry, Daniel W., and David C. Ensminger. "Supporting the Implementation of Online Learning." In Web-Based Education, 215–21. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch015.

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Technology plays an important role in modern society. It is hard to imagine living in a world without such essential technologies as wireless communication, the Internet, laser surgery, polymers, and jet aircrafts, among countless other examples. Technology has had a profound effect on almost all aspects of our lives including banking, communications, medicine, transportation, energy, and the military. As inthese other areas, technology is now playing an increasingly important role in education. A variety of technologies have been introduced into the schools overthe last few decades. Among the most common of these are computer assisted instruction, multimedia presentations, classroom management software, and various assistive and adaptive technologies. In more recent years, distance and online learning technologies have advanced to the point where online learning is now a viable option for the delivery of high quality educational and training programs. The potential for technology, especially distance and online learning, to revolutionize education and training is beyond question.
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Torrisi-Steele, Geraldine. "Theoretical Foundations for Educational Multimedia." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 1391–98. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch188.

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The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which time school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted through the 1930s as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s, but had little impact, mainly due to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it was not until the 1980s that computers began to make a major impact in education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000). Since the 1990s, there have been rapid advances in computer technologies in the area of multimedia production tools, delivery, and storage devices. Throughout the 1990s, numerous CD-ROM educational multimedia software was produced and was used in educational settings. More recently, the advent of the World Wide Web (WWW), together with the emergence of mobile devices and wireless networking, has opened a vast array of possibilities for the use of multimedia technologies and associated information and communications technologies (ICT) to enrich the learning environment. Today, educational institutions are investing considerable effort and money into the use of multimedia. The use of multimedia technologies in educational institutions is seen as necessary for keeping education relevant to the twenty-first century (Selwyn & Gordard, 2003). The term “multimedia” as used in this article refers any technologies which make possible “the entirely digital delivery of content presented by using an integrated combination of audio, video, images (twodimensional, three-dimensional) and text” along with the capacity to support user interaction (Torrisi-Steele, 2004, p. 24). Multimedia may be delivered on computer via CD-ROM, DVD, the Internet, or on other devices such as mobile phones and personal digital assistants, or any digital device capable of supporting interactive and integrated delivery of digital audio, video, image, and text data. The notion of interaction in educational multimedia may be viewed from two perspectives. First, interaction may be conceptualised in terms of “the capacity of the system to allow individual to control the pace of presentation and to make choices about which pathways are followed to move through the content; and the ability of the system to accept input from the user and provide appropriate feedback to that input” (Torrisi- Steele, 2004, p. 24). Second, given the integration of multimedia with communication technologies, interaction may be conceptualized as communication among individuals (teacher-learner and learner(s)-learner(s)) in the learning space that is made possible by technology (e-mail, chat, video-conferencing, threaded discussion groups, and so on).
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Conference papers on the topic "Computer-assisted instruction Juvenile software"

1

Di, Weiguo, Shenwen Wang, Zengqiang Ma, and Yingna Liu. "Analysis on Application of Computer Assisted Instruction in Modern Teaching." In 2009 International Conference on Computational Intelligence and Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/cise.2009.5365027.

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2

Zhang, XiaoRui, ZhenLiu Zhou, HongPing Yang, XiuYing Zheng, and ZhuoLing Li. "Research and Implementation of Web-Based Intelligent Computer Assisted Instruction System." In 2009 International Conference on Computational Intelligence and Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/cise.2009.5365512.

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