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Journal articles 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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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Yulianto, Budi, Eileen Heriyanni, Radinal Eliset Sembiring, Rininta Amalia, and Rudy Fridian. "Aplikasi Pembelajaran Algoritma Dasar Interaktif Berbasiskan Computer Assisted Instruction." ComTech: Computer, Mathematics and Engineering Applications 4, no. 2 (December 1, 2013): 1255. http://dx.doi.org/10.21512/comtech.v4i2.2611.

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Book as a learning method is less effective and interactive since it can not deliver motion animation. Thus, a more interactive learning method is needed to have a better learning process. The goal of the research is developing an application that provides easiness for students in learning algorithm by combining computerassited instruction (CAI) and internet technology. On the development phase, the research methodo uses fact finding by a survey to students who are or have been learning algorithm and a literature study, and also waterfall method for software development. The research output is a CAI application for learning algorithminteractively. The developed application is interactive for learning process and able to help students in deepen algorithm topics.
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12

Zhang, Jingjing. "Computer Assisted Instruction System under Artificial Intelligence Technology." International Journal of Emerging Technologies in Learning (iJET) 16, no. 05 (March 16, 2021): 4. http://dx.doi.org/10.3991/ijet.v16i05.20307.

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In order to promote the development of intelligent teaching system, artificial intelligence technology is combined with computer assisted instruction (CAI) system to produce intelligent CAI (ICAI), and the design of ICAI is studied in order to facilitate the application and implementation of intelligent teaching system. First, there is an introduction of the basic concepts, related theories, and implementation principles of ICAI. Then, the requirements of ICAI are analyzed in detail on the basis of studying the relevant technologies required by ICAI, including the functional and non-functional requirements. The subsystem is set based on the different needs of the target users (administrator, teacher, and student users). Finally, the general and functional structure of ICAI are designed, and there are tests for the system functions. The results show that the system takes Java Server Pages (JSP) as the development language, Struts2 as the technical framework, and SQL Server 2008 as the back-end database, which realizes a teaching platform mainly for teachers, students, and administrators. After testing, the overall operation of the system is good, and the functional test results of the login module, homework release, and learning resource upload meet the software design requirements. The response time of the system prolongs, the number of users who can’t successfully log in grows, and the utilization of server central procession unit (CPU) and memory utilization both increase, which are caused by the increasing number of concurrent users. The results indicate that the combination of CAI and artificial intelligence (AI) technology can meet students’ online teaching demands, break the time-space limitation of traditional teaching, and provide important reference value for the reform of teaching mode and the improvement of teaching quality
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13

McKissick, Bethany R., Karen M. Diegelmann, and Sarah Parker. "Using Technology to Address Barriers in Rural Special Education for Students With Autism: A Do-It-Yourself Guide." Rural Special Education Quarterly 36, no. 3 (May 25, 2017): 155–59. http://dx.doi.org/10.1177/8756870517707712.

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Providing high-quality special education services in rural settings has a variety of challenges such as geographic isolation and a lack of resources. One particularly challenging aspect of rural special education is providing general curriculum access. Computer-assisted instruction is one way to provide high-quality specialized instruction that does not require the attention of another teacher nor a paraprofessional while still possessing the ability to implement research-based specially designed instruction with fidelity. This article provides teachers with task analyses and considerations for creating their own computer-assisted instruction using widely available computer software.
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14

Hsu, Hsiu-Hui, Chih-Fu Wu, Wei-Jen Cho, and Shih-Bin Wang. "Applying Computer Graphic Design Software in a Computer-Assisted Instruction Teaching Model of Makeup Design." Symmetry 13, no. 4 (April 12, 2021): 654. http://dx.doi.org/10.3390/sym13040654.

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Methods for teaching contemporary makeup design involve drawing on paper, which requires considerable time and is difficult to edit. To change the makeup color, one must redraw their entire makeup design again, which is both inefficient and not environmentally friendly. Furthermore, design drawings are difficult to preserve. However, computer graphic design has not been used in the teaching of makeup design drawing; instead, learners rely on knowledge from professors and the experience they accumulate through practicing drawing on paper. Computer graphic design software allows users to experiment with various color designs, lines, and shading options before finalizing their makeup design. Thus, this study sought to employ such technology to improve upon conventional hand drawing practice techniques. The experiment was divided into a preliminary experiment and main experiment, where a two-stage questionnaire was conducted. In the preliminary experiment, the researchers compared the time required to complete the hand-drawn and computer-drawn makeup designs. The results revealed that the hand-drawn designs required almost double time than computer-drawn designs to complete. Additionally, time-lapse photography was taken during the computer drawing process; the photos were used to explain—to participants in a digital drawing group in the main experiment—the digital drawing makeup design procedures and the required operation time. The first stage of the main experiment comprised a brush selection experiment. The participants, 39 students from a cosmetology department, completed a Likert-scale questionnaire. They also performed item analysis to discuss and select drawing tools from a graphic design software, which met the requirements for makeup design pertaining to the eyebrow, eyeshadow, eyeliner, blush, nose contour, and lips. The software allowed the students to experiment with different colors in their design and immediately displays the results. In the second stage, an experiment on optimizing brush arrangements was performed by 10 experts, all of whom were teachers from the department of cosmetology, had at least 5 years of teaching experience, and had obtained a Level B (advanced level) Beauty Technician Certificate. Data from a Likert-scale questionnaire were analyzed and narrative analysis was conducted to determine the rating and evaluation priorities for standards pertaining to the eyebrows, eyeshadow, eyeliners, blush, nose contour, and lips. The requirement for design symmetry was achieved by using the mirror function of the software. This function was useful: it enabled students to complete their makeup design in approximately half the time. This study transformed the conventional learning method through interdisciplinary integration, established novel and innovative teaching models, and provides crucial insights into future research on improving teaching practice.
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15

Hall, Cathy W. "Computer-Assisted Instruction in Reducing Errors in Scoring of the WISC—III." Psychological Reports 85, no. 3 (December 1999): 825–33. http://dx.doi.org/10.2466/pr0.1999.85.3.825.

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The current study assessed the effectiveness of interactive computer-assisted instruction software in reducing subsequent errors in scoring the WISC–III. Errors in scoring from 84 protocols of graduate students presented with this software simulation as part of their initial training were compared with errors in scoring from 77 protocols of graduate students without such training. These were different sets of students matched for amount of training and differing in having the training component. Protocols from the former group contained significantly fewer errors of correct assignment of points, failure to question when specified to do so, and over-all total number of errors. Mechanical errors, conversion errors, and errors establishing correct starting and stopping points (basal and ceiling points) were not significant. The results support the effectiveness of computer-assisted instruction when used in conjunction with classroom training.
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16

Higgins, Kyle, and Randall Boone. "Creating Individualized Computer-Assisted Instruction for Students with Autism Using Multimedia Authoring Software." Focus on Autism and Other Developmental Disabilities 11, no. 2 (May 1996): 69–78. http://dx.doi.org/10.1177/108835769601100202.

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17

Cipani, Ennio, and Patricia J. Kearly. "Designing and Evaluating Computer Assisted Instructional Programs Using a Diagnostic-Prescriptive Model." Journal of Special Education Technology 8, no. 2 (September 1986): 31–43. http://dx.doi.org/10.1177/016264348600800204.

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The present paper presents a model for the design and evaluation of educational computer assisted instruction programs. Components of a diagnostic prescriptive instructional model are delineated, along with user considerations. A sample software program is evaluated according to the criteria in each of the three categories.
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18

Jiang, Michael Zhihe, and Dean F. Sittig. "Developing interactive computer-based simulations: an object-oriented development methodology enhances computer-assisted instruction." Computer Methods and Programs in Biomedicine 47, no. 3 (August 1995): 189–96. http://dx.doi.org/10.1016/0169-2607(95)01644-9.

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19

Griffith, Daniel A. "Computer-Algebra-Software-Assisted Calculus Instruction, Not Calculus for Dummies: Bespoke Applications Necessitate Theory." AppliedMath 2, no. 2 (June 7, 2022): 261–68. http://dx.doi.org/10.3390/appliedmath2020016.

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Today, calculus frequently is taught with artificial intelligence in the form of computer algebra systems. Although these software packages may reduce tedium associated with the mechanics of calculus, they may be less effective if not supplemented by the accompanying teaching of calculus theory. This paper presents two examples from spatial statistics in which computer software in an unsupervised auto-execution mode fails, or can fail, to yield correct calculus results. Accordingly, it emphasizes the need to teach calculus theory when using software packages such as Mathematica and Maple.
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20

Lekitoo, John, La Moma, and Darma Andreas Ngilawajan. "PENINGKATAN HASIL BELAJAR SISWA KELAS XI SMA NEGERI 4 AMBON PADA MATERI IRISAN KERUCUT DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF MELALUI MEDIA PEMBELAJARAN CAI (COMPUTER ASSISTED INSTRUCTION) BERBANTUAN SOFTWARE GEOGEBRA." JUPITEK: Jurnal Pendidikan Matematika 1, no. 1 (April 6, 2019): 41–46. http://dx.doi.org/10.30598/jupitekvol1iss1pp41-46.

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Theaims of this study is to improve the learning outcomes of grade XI students of SMA Negeri4 Ambon in cone slice material using a cooperative learning model through CAI (Computer Assisted Instruction) learning media assisted by geogebrasoftware. Students divided into small groups (3 groups) with each groups consist of 5-6 students who have varied abilities. The results showed that by using the cooperative learning model throughlearning media CAI (Computer Assisted Instruction)assisted by geogebrasoftware, there was an increase in the learning outcomes of grade XI MIA students at SMA Negeri 4 Ambon
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21

Zhu, Dong. "The Composition of Digital Wushu Instruction Court." Advanced Materials Research 271-273 (July 2011): 423–27. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.423.

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Hard to learn and easy to forget are real problems in Wushu practice. Digital Wushu instruction court as the computer assisted technology increases alternative teaching method in Wushu teaching activities. Digital Wushu instruction court includes hardware system and software system. Hard ware is mainly composed by digital floor, digital periphery, digital terminal and communication platform. Software includes picture, video, music, text, motion analysis system and so on. The purpose of digital Wushu instruction court is to cultivate students’ interests to Wushu, increase Wushu instruction effect, and develop their self-learning ability.
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22

Ellsworth, Nancy J. "WHAT'S NEW IN SOFTWARE? CURRENT SOURCES OF INFORMATION BOOST EFFECTIVENESS OF COMPUTER‐ASSISTED INSTRUCTION." Journal of Reading, Writing, and Learning Disabilities International 6, no. 3 (January 1990): 379–82. http://dx.doi.org/10.1080/0748763900060315.

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23

Rushinek, Sara F., Avi Rushinek, and Joel Stutz. "Computer Assisted Instruction Performance Standards for the Design of Interactive Feedback and Control Software." AEDS Journal 19, no. 2-3 (March 1986): 137–42. http://dx.doi.org/10.1080/00011037.1986.11008418.

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24

Richardson, D. "Student perceptions and learning outcomes of computer-assisted versus traditional instruction in physiology." Advances in Physiology Education 273, no. 6 (December 1997): S55. http://dx.doi.org/10.1152/advances.1997.273.6.s55.

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This study compared student perceptions and learning outcomes of computer-assisted instruction against those of traditional didactic lectures. Components of Quantitative Circulatory Physiology (Biological Simulators) and Mechanical Properties of Active Muscle (Trinity Software) were used to teach regulation of tissue blood flow and muscle mechanics, respectively, in the course Medical Physiology. These topics were each taught, in part, by 1) standard didactic lectures, 2) computer-assisted lectures, and 3) computer laboratory assignment. Subjective evaluation was derived from a questionnaire assessing student opinions of the effectiveness of each method. Objective evaluation consisted of comparing scores on examination questions generated from each method. On a 1-10 scale, effectiveness ratings were higher (P < 0.0001) for the didactic lectures (7.7) compared with either computer-assisted lecture (3.8) or computer laboratory (4.2) methods. A follow-up discussion with representatives from the class indicated that students did not perceive computer instruction as being time effective. However, examination scores from computer laboratory questions (94.3%) were significantly higher compared with ones from either computer-assisted (89.9%; P < 0.025) or didactic (86.6%; P < 0.001) lectures. Thus computer laboratory instruction enhanced learning outcomes in medical physiology despite student perceptions to the contrary.
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25

Hall, Cathy W., Thomas L. Hall, and Judith G. Kasperek. "Psychology of Computer Use: XXXIII. Interactive Instruction with College-Level Science Courses." Psychological Reports 76, no. 3 (June 1995): 963–70. http://dx.doi.org/10.2466/pr0.1995.76.3.963.

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The current study assessed the effectiveness of interactive computer software with 398 community college students. The interactive software was used in conjunction with science courses, and students were provided access to the interactive software through a computer laboratory. Computer time was assessed by gender, race, and course grade. Analysis indicated significant effects for grades and computer time, but there were none for race or gender and no significant interactions. In addition, students were asked to complete a brief rating scale assessing their perception of the computer lab. An over-all positive regard for the computer Jab was noted. The results support the effectiveness of computer-assisted instruction when used in conjunction with classroom lecture.
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26

Gillam, Ronald B., Julee A. Crofford, Meghan A. Gale, and LaVae M. Hoffman. "Language Change Following Computer-Assisted Language Instruction With Fast ForWord or Laureate Learning Systems Software." American Journal of Speech-Language Pathology 10, no. 3 (August 2001): 231–47. http://dx.doi.org/10.1044/1058-0360(2001/021).

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This exploratory study was designed to evaluate functional language changes during and after treatment with language intervention software. Two children with language impairments received Fast ForWord (FFW; Scientific Learning Corporation, 1997), and two other children received a bundle of intervention programs published by Laureate Learning Systems (LLS). The children received intervention for 1 hour and 40 minutes per day for 20 days (4 weeks). Treatment was delivered according to a multiple-probe design in which one child was enrolled in Fast FFW immediately after a baseline phase. Another child remained in an extended baseline phase before beginning FFW. The design was replicated for the bundle of LLS programs. The children with extended baselines were identical twins. Progress was measured by gains on the Oral and Written Language scales (OWLS) and by visual and mathematical examination of trends for language sample measures. All four children made clinically significant gains (posttest scores outside the 95% confidence interval of the pretest scores) on the OWLS. Two children who received the LLS software and one child who received FFW software made clinically significant gains on mean length of utterance in morphemes (MLU), but only one child, who received treatment with the LLS software, had fewer grammatical errors after treatment. The three children with improved MLU also produced a higher proportion of utterances with mazes. Measures of language content (percent of response errors) and language use (percentage of assertive utterances) were not informative due to high variability and floor effects. The similarity of the treatment effects (especially in the case of the identical twins) was surprising since FFW and the bundle of LLS programs targeted different levels of language, used different types of auditory stimuli, and were designed to promote different kinds of learning.
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27

Woodbury, Verl. "CD-ROM: Potential and Practicalities." CALICO Journal 6, no. 1 (January 14, 2013): 25–35. http://dx.doi.org/10.1558/cj.v6i1.25-35.

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This article discusses the increasing interest in CD-ROM as a publishing medium and learning tool and explores its potential and practicality in computer-assisted language instruction. A call is made for increased efforts on the part of CALICO members to stimulate CD-ROM projects for language instruction and to influence upcoming hardware and software standardization which can increase CD-ROM's multimedia potential.
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Rezaei, Alireza, and Larry Katz. "A Cognitive Model for Conceptual Change in Science Instruction with a Focus on Educational Software Development." Journal of Educational Computing Research 19, no. 2 (September 1998): 155–74. http://dx.doi.org/10.2190/6yuf-wnyu-7gx0-02a7.

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In this article the authors introduce the Inventive Model as a theoretical base for science instruction and for software development in science education. The Inventive Model is a constructivistic approach to conceptual change. This model is presented as a response to the urgent need for a theoretical framework for software development in the area of conceptual understanding in science and mathematics. The model is based on the theoretical works of the pioneers in the field as well as the recent innovative/effective practices in science instruction. Some components of the model have been tested successfully in the past. However, the effectiveness of the whole model needs to be tested. Natural language understanding is a major limitation of computer-based instruction [1]. However, in this article it is shown how simple diagnostic tests, students' log files, and other advantages of computer assisted instruction (CAI) may compensate this limitation. In ongoing research the authors are developing an instructional multimedia program for conceptual change in physics based on the model. The multimedia program can be used individually, in small groups, or by the whole class under the teacher's guidance. Qualitative and quantitative comparisons between the individualized version of the multimedia program and the traditional physics instruction are the main goals of the ongoing research.
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29

Poe, Stephen E. "SELF-LEARNING: CD-ROM INSTRUCTION AND AUTHORING." HortScience 31, no. 3 (June 1996): 325e—325. http://dx.doi.org/10.21273/hortsci.31.3.325e.

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A fundamental concern of agricultural education is innovation within the teaching process. In dealing with high technology, increasing subject complexity, and rising costs, educators (including plant managers and training personnel) must look to alternative methods of training and teaching. Educational multimedia software can effectively present a new dimension to traditional computer-assisted instruction (CAI) by adding sound, animation, high-resolution graphics, and live-action video. Multimedia software is not difficult to program; however, the ease of programming depends on the authoring language or languages that are used. A traditional language such as C++ can take extended periods of time to program, possibly hours per minute of program. A program developed specifically for multimedia development can facilitate the interactions between sound, videos, and animation more readily, and reduce the programming time required significantly. The use and development of multimedia software using Toolbook (Asymetrix Corp.) will be presented with copies of the developed software available.
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30

Hmelo, Cindy E. "Computer-Assisted Instruction in Health Professions Education: A Review of the Published Literature." Journal of Educational Technology Systems 18, no. 2 (December 1989): 83–101. http://dx.doi.org/10.2190/93nd-6y9d-023u-0rjd.

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CAI has been used for more than twenty years in the education of health professionals. A variety of different hardware and software systems have been used in the implementation of CAI for this population. While early CAI was written for mainframe computers, later courseware has been developed for microcomputers. Later applications have also focused on higher order skills such as problem solving and synthesis through the use of simulation. Despite the numerous reports of CAI use, there has not been a lot of research on the effectiveness of CAI in medical, nursing, and allied health education, nor has there been much work on those features of CAI that lead to improved learning. While CAI has a good deal to offer, these issues must be addressed if we are to prepare health professionals who can adapt to a constantly changing body of medical knowledge.
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31

Nicol, M. M., and A. Anderson. "Computer-Assisted versus Teacher-Directed Teaching of Community Living Skills in People with a Mild Learning Disability." British Journal of Occupational Therapy 60, no. 11 (November 1997): 498–502. http://dx.doi.org/10.1177/030802269706001111.

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An experiment was carried out in which adults with a learning disability of the mild type undertook either computer-assisted or teacher-implemented instruction in community living skills, with a third group acting as a control group. All groups were pre-tested on a standardised psychometric measure of community living skills (the HANC 2 subscale of the Hampshire Assessment for Living with Others test), after which the experimental groups received one half-day per week training in such skills as money handling and budgeting for 3 months, when all groups were reassessed. It was found that both the teacher-led and computer-assisted instruction groups appeared to gain more than the control group, but only the teacher-led group differed significantly from the control group. The computer-assisted group improved in their scores by an intermediate amount, with their gains being non-significantly different from either the control or the teacher-led groups. The strengths and weaknesses of the software used in the study are discussed.
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Chen, Steve Shihong, and J. Richard Dennis. "Linking Different Cultures by Computers: A Study of Computer-Assisted Music Notation Instruction." Journal of Educational Technology Systems 21, no. 3 (March 1993): 207–24. http://dx.doi.org/10.2190/cyr8-7en1-ldme-cru0.

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CAMNI, which stands for Computer-Assisted Music Notation Instruction, is self-educational software designed and developed with HyperCard. This program features interactive hypermedia (inter-linked musical notation knowledge, musical tempo controlled by the user, the use of digital sounds and animation), multiple representation mode (the staff notation, the number notation, the letter name of notes and the piano keyboard, four representations are linked and can be switched from one to another easily or presented at the same time in terms of a user's need), graphical user interface “GUI,” context-sensitive-sound icon (the use of a sound icon in lesson navigation and sub-index design), direct manipulation (pointing and clicking objects to interact with the program), and self-directed but computer-context-sensitive-guided environment (multi-path navigation characterized by an author-designed but user-defined and individualized learning approach). The CAMNI was specifically designed for Chinese students who would like to study the staff notation whether or not they have background with the number notation (the traditional Chinese musical notation system).
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Conrad, K. Bernd. "Call–Non-English L2 Instruction." Annual Review of Applied Linguistics 16 (March 1996): 158–81. http://dx.doi.org/10.1017/s0267190500001495.

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Research in computer-assisted language learning (CALL) has neither traditionally nor recently had a language or setting-specific emphasis, one that would have established a distinction between second language learning (SLL) as opposed to foreign language learning (FLL) applications in its attempts to answer principled CALL questions. For example the two anthologies of essays, studies, and reports on CALL theory and practice by Smith (1987; 1989), the papers on CALL research compiled by Dunkel (1991b), and the collection of international perspectives edited by Pennington and Stevens (1992) summarize work done in the 1980s and provide directions and guidelines for work to be done in the 1990s with implications for both SLL and FLL. As this continues to be the case in recent CALL research, an FLL emphasis in the chapter of non-English L2 instructional context has been maintained exclusively for the discussion of software; whenever the rationale for the design and implementation of FLL software was based on second language acquisition theory or findings from empirical ESL-oriented CALL investigations, the respective research source was examined and cited.
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Williams, Flossie. ""Computer Assisted Instruction in Learning Science Concepts at Eighth Standard Level - An Experiment "." Artha - Journal of Social Sciences 8, no. 1 (January 1, 2009): 18. http://dx.doi.org/10.12724/ajss.14.3.

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Traditional method of teaching, wherever it is practiced, has become non professional in the field of Educational Technology. It is a universal problem but its incidence is more in underdeveloped countries like India .That's why , NPE 1986 and Revised Educational policies emphasized on the application of technology in the field of Education. Therefore ,the State government came forward to create an awareness of C.A.I. & C.A.L. among class room teachers through software companies like INTEL WIPRO etc., by organizing training program viz., 'Teach To The Future'. However, the present study deals with the influence of ComputerAssisted Instruction in Learning Biological science concepts like Bacteria , Fungi , Algae, Virus , Protozoans (Micro organism) on eighth standard students. The present study resulted in the highest performance by the Experimental group in their post test compared to Controlled group. The Experimental group showed remarkable improvement in the number of first classes. The slow learners proved their success by achieving 100% result. These students remained active through out the sessions in the Experimental group as compared with controlled group. The 't' test was found to be significant. Performance of boys and girls in the post test showed negative correlation,which was perfect.
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Hodes, C. L. "Relative Effectiveness of Corrective and Noncorrective Feedback in Computer Assisted Instruction on Learning and Achievement." Journal of Educational Technology Systems 13, no. 4 (June 1985): 249–54. http://dx.doi.org/10.2190/d1pa-23ww-vhx1-7p52.

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The purpose of this study was to research the impact of certain types of computer feedback on the subjects. Forty-one subjects were divided into two treatment groups. The corrective and noncorrective feedback types, both characteristic of commercially produced software, were isolated and systematized. Each subject was pre- and posttested on the content of the computer lesson. Test scores were analyzed by ANOVA. The results indicated no overall significance. When groups were redefined by gender, the girls who received the noncorrective feedback scored significantly lower ( p < .01) than the boys of either group. For these girls, noncorrective feedback may have reinforced the well documented sex bias that exists in all phases of education.
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Zhao, Xiaojun. "The Application of Computer Technology in Mongolian College English Teaching." International Journal of Emerging Technologies in Learning (iJET) 12, no. 02 (February 28, 2017): 52. http://dx.doi.org/10.3991/ijet.v12i02.6044.

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Based on the demand of modern teaching, this paper researches the application of and problems faced by Mongolian information processing and computer multimedia technology in computer-assisted instruction. It also sets the teaching software content and learning goal and further designs the teaching software according to the English learning features and characteristics of choosing the medium of information of Mongolian college students. This software is suitable for use in learning and teaching bilingualism second language to Mongolian students, and teachers and can realize the independent code of bilingual characters, Mongolian input and output, Mongolian character handling and bilingual inter-translation functions. Manufacture and development of bilingual teaching software facilitates the enthusiasm of Mongolian college students to learn English, improve the language learning environment and plays a positive facilitation role in multilanguage integration and cultural development of the Mongolian area.
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Jie, Yuan. "A Good Computer-assisted Translation Tool Wordfast for PPT Translation." International Journal of Linguistics, Literature and Translation 4, no. 2 (February 27, 2021): 01–08. http://dx.doi.org/10.32996/ijllt.2021.4.2.1.

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As China develops very fast, it becomes an attractive market for foreign enterprises. A large number of documents such as technical instructions, product manuals, company websites need to be translated. High-equality translations are needed. Computer-aided translation is on the rise since it can improve translation quality and efficiency. Wordfast Pro as the second most widely used CAT tools after SDL Trados gets little attention for translators in China. After comparing some features of three computer-assisted translation tool: wordfast, SDL Trados and Memsource, it is found that Wordfast is easier to handle for PPT translations from English to Chinese. This paper will illustrate the translation procedures, problems and some recommendations using Wordfast. Through analysis of empirical studies of some instruction translation of PPT files, the author has proved the advantages of wordfast in dealing with PPT file in terms of interface, terminology management, translation omissions and network dependency. After reviewing the translation procedures and problems, it will facilitate those translators who intend to start using Wordfast and know more about it and speed up the translators’ work. Based on the current user experience, some recommendations for the software developers are also put forward which is of practical significance to improve the quality of CAT software. The suggestions for communication between clients and translators can improve the efficiency and make both sides feel satisfied.
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Liu, Suya, and Sihong Zhang. "A Bibliometric Analysis of Computer-assisted English Learning from 2001 to 2020." International Journal of Emerging Technologies in Learning (iJET) 16, no. 14 (July 28, 2021): 53. http://dx.doi.org/10.3991/ijet.v16i14.24151.

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The aim of this study was to reveal hotspots and frontiers of computer-assisted English learning (CAEL) studies indexed by EI Compendex database from 2001 to 2020 via bibliometric analysis. The publication output has exponentially grown in the past two decades and is likely to progress in the next several years. China occupied the leading position， while Lecture Notes in Computer Science was the most prolific journal, and Deyi Xiong was the most productive author. Keyword analysis was assisted by VOSviewer software. Our results show that “computer aided instruction”, “computer aided language translation” and “learning systems” were the most frequently used keywords in documents. CAEL studies were mainly conducted from five dimensions (technology, learners, teaching, English acquisition and testing). The findings of this study have implications for English language instructors. Teaching methods and modes should be adjusted according to technology development.
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Dekaney, Elisa Macedo. "The Effect of Computerized versus Classroom Instruction on the Phonetic Pronunciation of English." Journal of Research in Music Education 51, no. 3 (October 2003): 206–17. http://dx.doi.org/10.2307/3345374.

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The purpose of this study was to investigate the effect of computerized versus classroom instruction on musicians' ability to correctly pronounce English words phonetically transcribed into the International Phonetic Alphabet. Sixty-three (N = 63) instrumentalists volunteered as subjects. The study used a pretest/posttest design. The tests consisted of two different phonetic transcriptions of English used by the International Phonetic Association for its standardized proficiency exam. Following the pretest, subjects were randomly assigned to one of three groups: (1) Class (n = 21) received three 45-minute lessons, (2) Computer-Assisted (n = 21) used the software package Sounds of English, and (3) Class and Computer-Assisted (n = 21) used a combination of the two previous instruction types. Results showed no significant differences among groups regarding pretest scores, but significant differences regarding posttest and pre/posttest difference scores. Post hoc analyses of total time revealed significant differences among the groups.
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Rahimi, Assoc Prof Dr Ali, and Samira Mouri. "The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 210–17. http://dx.doi.org/10.18844/gjflt.v6i4.1673.

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This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.
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Coleman, Mari Beth, Rebecca A. Cherry, Tara C. Moore, Yujeong Park, and David F. Cihak. "Teaching Sight Words to Elementary Students With Intellectual Disability and Autism: A Comparison of Teacher-Directed Versus Computer-Assisted Simultaneous Prompting." Intellectual and Developmental Disabilities 53, no. 3 (June 1, 2015): 196–210. http://dx.doi.org/10.1352/1934-9556-53.3.196.

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Abstract The purpose of this study was to compare the effects of teacher-directed simultaneous prompting to computer-assisted simultaneous prompting for teaching sight words to 3 elementary school students with intellectual disability. Activities in the computer-assisted condition were designed with Intellitools Classroom Suite software whereas traditional materials (i.e., flashcards) were used in the teacher-directed condition. Treatment conditions were compared using an adapted alternating treatments design. Acquisition of sight words occurred in both conditions for all 3 participants; however, each participant either clearly responded better in the teacher-directed condition or reported a preference for the teacher-directed condition when performance was similar with computer-assisted instruction being more efficient. Practical implications and directions for future research are discussed.
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Chen, Wan-Ju, and Hong-Min Lin. "The Learning Effectiveness of Application of Computer Assisted Instruction to C-Level Technical Test of Computer Software for Special Educational Students." International Journal of Information and Education Technology 8, no. 1 (2018): 17–21. http://dx.doi.org/10.18178/ijiet.2018.8.1.1005.

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43

Hana, Muhamad Nurul. "PEMANFAATAN MEDIA KOMPUTER SEBAGAI MEDIA PEMBELAJARAN UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR SISWA." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 9, no. 1 (June 1, 2007): 42. http://dx.doi.org/10.18269/jpmipa.v9i1.356.

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Komputer sebagai media pembalajaran sudah lama menjadi bahan kajian dalambidang pendidikan. Beberapa model pemanfaatan komputer dalam penbelajarandiantaranya CAI (Computer Assisted Instruction), CML (Computer ManagedLearning) dan CMC (Computer Mediated Communication). Ketersediaan computeruntuk pemeblajaran saat ini sudah menradai apalagi untuk wilayah perkotaan, namunketersediaan software sebagai perangkat pembelajaran masrh menjadi kendala,ierutama ketersediaan software unnrk tingkat menengah dan lanjutan denganpengantar bahasa lndonesia. Penelitian ini dilokuskan pada pengembangan softwareyang dapat mengembangkan keterampilan berpikir keatif siswa. Penelitian inidilakukan dalam beberapa tahap yaitu: tahap analisis kebutuhan pengembangansoftware, tahap pengembangan software dan tahap aplikasi penggunaan software dilapangan. Hasil kajian menunjukkan adanya kebutuhan software untuk membantumenjelaskan topik Sistim Periodik Unsur. Tahap pengembangan software dilakukandengan membangun software multimedia menggunakan bahasa compiler BorlarrdDelphi. Tahap aplikasi dilakukan dengan mengujicobakan software yang telah dibuatpada siswa kelas I SMA. Hasil aplikasi software di sekolah menunjukkan bahwasoftware dapat mengembangkan keterampilan berpikir siswa pada aspek fluency danaspek flexibility.
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Hana, Muhamad Nurul. "PEMANFAATAN MEDIA KOMPUTER SEBAGAI MEDIA PEMBELAJARAN UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR SISWA." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 8, no. 1 (January 13, 2015): 70. http://dx.doi.org/10.18269/jpmipa.v8i1.359.

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Komputer sebagai media pembalajaran sudah lama menjadi bahan kajian dalam bidang pendidikan. Beberapa model pemanfaatan komputer dalam pembelajaran diantaranya CAI (Computer Assisted Instruction), CML (Computer Managed Learning) dan CMC (Computer Mediated Communication). Ketersediaan computer untuk pemeblajaran saat ini sudah memadai apalagi untuk wilayah perkotaan, namun ketersediaan software sebagai perangkat pembelajaran masih menjadi kendala, terutama ketersediaan software untuk tingkat menengah dan lanjutan dengan pengantar bahasa Indonesia. Penelitian ini difokuskan pada pengembangan software yang dapat mengembangkan keterampilan berpikir kreatif siswa. Penelitian ini dilakukan dalam beberapa tahap yaitu: tahap analisis kebutuhan pengembangan software, tahap pengembangan software dan tahap aplikasi penggunaan software di lapangan. Hasil kajian menunjukkan adanya kebutuhan software untuk membantu menjelaskan topik Sistim Periodik Unsur. Tahap pengembangan software dilakukan dengan membangun software multimedia menggunakan bahasa compiler Borland Delphi. Tahap aplikasi dilakukan dengan mengujicobakan software yang telah dibuat pada siswa kelas I SMA. Hasil aplikasi software di sekolah menunjukkan bahwa software dapat mengembangkan keterampilan berpikir siswa pada aspek fluency dan aspek flexibility.
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Howard, Janice R., J. Allen Watson, Vicki M. Brinkley, and Ginger Ingels-Young. "Comprehension Monitoring, Stylistic Differences, Pre-Math Knowledge, and Transfer: A Comprehensive Pre-Math/Spatial Development Computer-Assisted Instruction (CAI) and Logo Curriculum Designed to Test their Effects." Journal of Educational Computing Research 11, no. 2 (September 1994): 91–105. http://dx.doi.org/10.2190/8wk8-q6t1-2v0r-k2rw.

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A comprehensive computer curriculum designed to teach pre-math/spatial skills was used to examine the performance of preschool children using computer-assisted instruction (CAI) and Logo software. Forty preschool children received approximately 80 percent of pre-math/spatial instruction via computer and approximately 20 percent via teacher instruction. The following pretest/posttest measures were used to assess gains in skill: pre-math knowledge (TEMA), comprehension monitoring (Flavell scale), spatial ability (color identification and pointing), and ability to transfer (mazes). Overall, field independent (FI) and field dependent (FD) children did not perform significantly different from each other on posttest measures. Reflective (Ref) children performed significantly better than impulsive (Imp) children on several measures including fewer trials on a maze task, more correct answers on color and color/direction questions, and less time on color/direction questions. Both FI/FD and Ref/Imp groups improved performance from pretest to posttest and made gains in pre-math knowledge and comprehension monitoring. Key factors of the computer instructional method are discussed.
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Hajebi, Mustapha. "Enhancing Writing Performance of Iranian EFL University Students in the Light of Using Computer Assisted Language Learning." International Linguistics Research 1, no. 2 (December 5, 2018): p47. http://dx.doi.org/10.30560/ilr.v1n2p47.

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The purpose of this research is to improve the performance of Iranian EFL students writing process model based on technology to see computer software checked the grammar, punctuation, spelling and the performance of students. So there is in need of different conditions to design protocols for using computer assisted language learning to improve students’ performance. A quantitative method including pre- test and post -test followed in this study. The study lasted for four weeks with naturalistic use of computer software in the writing instruction of experimental group to check the performance of students based on using computer assisted language learning. The present study involves various techniques in writing performance in contrast with other traditional methods. Computer assisted language learning was employed to compare and assess the writing performance. The results of the study support the idea that word processors improve the EFL learners’ writing mechanism. Computer assisted language learning gives best path for the writing performance of students and also decreases mistakes in writings. This research provides recommendable performance for EFL learners, EFL teachers to adopt the technique in their classes to advance their students' language learning. Therefore, a comparison of the results after the next course cycle will then allow to impose the effects of enhancing writing performance, which would not be possible without using computer assisted language learning approach.
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Eftekhari, Maryam, and Elaheh Sotoudehnama. "Effectiveness of computer-assisted argument mapping for comprehension, recall, and retention." ReCALL 30, no. 3 (January 14, 2018): 337–54. http://dx.doi.org/10.1017/s0958344017000337.

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AbstractCompared to traditional pen-and-paper presentation of information, computer-assisted argument mapping seems to be more efficient in developing lower order thinking skills such as memory and comprehension. The present study investigated the impact of argument map construction and reading via computer versus pen and paper on English as a foreign language (EFL) majors’ comprehension, recall, and retention of argumentative texts. To this end, 120 Iranian EFL undergraduates were divided into low and high proficiency levels after taking a language proficiency test. Next, they were randomly assigned to two experimental groups; each group received 12 sessions of argument mapping instruction, one via computer and the other via pen and paper. At the end of the term, participants randomly received two argument map sizes (small vs. large) and were given 15 minutes to read the maps. Then tests of recall and comprehension relevant to the maps were administered, followed by a test of retention within a two-week interval. The results revealed that after controlling for spatial and verbal covariates, the type of treatment had a significant effect on recall, retention, and comprehension, with the software group outperforming the pen-and-paper group; however, proficiency level and argument size did not show any significant effect.
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Jacobson, Michael J., and Martha H. Weller. "A Profile of Computer Use among the University of Illinois Humanities Faculty." Journal of Educational Technology Systems 16, no. 2 (December 1987): 83–98. http://dx.doi.org/10.2190/x1v2-d2y9-megp-0uve.

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The faculty of the School of Humanities of the University of Illinois at Urbana-Champaign (UIUC) were surveyed to assess their current use of and attitudes towards educational computing. The respondents were generally self-trained in computer use, indicated positive attitudes to, and made frequent use of computers. Frequency of computer use, level of general computing skills, computer interest, and anxiety were analyzed according to respondent rank, sex, and age. Faculty perceptions of obstacles to computer use in the humanities indicate a need to address issues of funding for hardware, quality of software, training, and technical support. The main faculty interests in applications software include word processing, desktop publishing, graphics, database management, communications, and computer-assisted instruction. While recognizing that humanities faculty do not have the same level of involvement in computing as faculty in more “technical” disciplines, UIUC humanists, as a group, are clearly not intimidated by computer technology.
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Tuttle, Kenneth L., and Chih Wu. "Computer-Based Thermodynamics." Journal of Educational Technology Systems 30, no. 4 (June 2002): 427–36. http://dx.doi.org/10.2190/b0x1-r5pw-lcyj-yyme.

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A new computer-based approach to teaching thermodynamics is being developed and tried by two mechanical engineering professors at the U.S. Naval Academy. The course uses sophisticated software, in this case CyclePad, to work all of the homework problems. A new text, written with traditional theory but computer-based problems, accommodates the new approach. The new course is scheduled for Fall Term 2001 at the Naval Academy. Computer-based thermodynamics courses teach the same theory as traditional thermodynamics courses as well as the same types of problems. However, traditional thermodynamic cycle hand calculations are replaced by cycle calculations using CyclePad. This new example of Intelligent Computer-Assisted Instruction, ICAI, switches emphasis from learning cycle calculations to learning cause and effect through parametric analysis. Parametric analysis is made feasible through experimentation using computer models. For this, CyclePad has artificial intelligence, sensitivity analysis and graphical presentation capabilities. Traditionally, thermodynamics culminates in analysis of the thermodynamic cycles. In this course, students will progress well beyond traditional thermodynamics courses by emphasizing cycle analysis.
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Iacob, Ioana, and Corina Muşuroi. "The Impact of Classroom Management Strategies on the Students’ Academic Success in the Computer- Assisted Lesson." International Journal of Systems Applications, Engineering & Development 15 (November 27, 2021): 146–50. http://dx.doi.org/10.46300/91015.2021.15.21.

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The present study aims to highlight that there is a direct connection between the classroom management strategies involved in the computer-assisted lesson and students’ success in retaining information and building learning skills and competences. One of the roles that a teacher must assume in order to improve the instructional process is that of a classroom manager. As long as teaching is no longer understood as information transfer, teachers must learn efficient approaches of the contemporary multileveled instructional process. The aspects discussed in this paper regard the role of an active teacher, the student-centred instruction, building long term valid skills and competences, increasing students’ awareness and participation, managing discipline as a source of responsibilization, developing a positive teacher-student relationship, acquiring and using scientifically developed teaching strategies in the technologyaided classroom
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