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Relevant bibliographies by topics / Computer instruction

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Academic literature on the topic 'Computer instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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Journal articles on the topic "Computer instruction"

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Omoniyi, Tayo, and Gisanrin Gbenga. "The Effect of Three Instructional Elements on Achievement in Computer-Based Mathematics Instruction of Senior Secondary School Students in Nigeria." Journal of Education in Black Sea Region 4, no. 1 (December 9, 2018): 164–72. http://dx.doi.org/10.31578/jebs.v4i1.163.

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This study investigated the effect of three instructional elements on achievement in computer-based mathematics instruction. The subjects were senior secondary school students who used four versions of computer-based instruction developed on compact disc to learn about the volume of solid shapes. The four versions of the programme were (1) a full version that had the three instructional elements (2) a version without objectives (3) a version without practice (4) a version without examples. The results indicated that the full package, which included objectives, practice and examples, had a significant effect on students’ achievement in the computer-based mathematics instruction. Furthermore, of the three elements, practice, had the most effect on the learners’ achievement. Implications of the findings on development of computer-based instructions are also discussed.

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Keengwe, Jared, and Farhan Hussein. "Computer-Assisted Instruction." International Journal of Information and Communication Technology Education 9, no. 1 (January 2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.

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The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.

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Barrow, Lisa, Lisa Markman, and Cecilia Elena Rouse. "Technology's Edge: The Educational Benefits of Computer-Aided Instruction." American Economic Journal: Economic Policy 1, no. 1 (January 1, 2009): 52–74. http://dx.doi.org/10.1257/pol.1.1.52.

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We present results from a randomized study of a well-defined use of computers in schools, a popular instructional computer program for pre-algebra and algebra. We primarily assess the program using a test designed to target pre-algebra and algebra skills. Students randomly assigned to computer-aided instruction score significantly higher on a pre-algebra and algebra test than students randomly assigned to traditional instruction. We hypothesize that this effectiveness arises from increased individualized instruction as the effects appear larger for students in larger classes and in classes with high student absentee rates. (JEL H75, I21)

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Merrill, James D. "Computer Instruction." Music Educators Journal 87, no. 4 (January 2001): 8. http://dx.doi.org/10.2307/3399715.

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Milheim, William D. "Interactivity and Computer-Based Instruction." Journal of Educational Technology Systems 24, no. 3 (March 1996): 225–33. http://dx.doi.org/10.2190/9v8j-48tx-461c-dxvg.

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Interactivity is one of the most important factors in the design and development of effective computer-based instructional materials. The following article describes this instructional component, its overall purpose in various learning environments, benefits that can be gained from its utilization, and its specific use within computer-based instruction. A number of strategies are also provided to assist instructional designers in their utilization of this significant program element.

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Strot, Melody. "Individualizing Instruction with Computer Applications." Gifted Child Today 21, no. 2 (March 1998): 40–42. http://dx.doi.org/10.1177/107621759802100212.

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Although computers can be a terrific resource for all children, gifted children particularly benefit from the individualization provided by-different computer applications. For the gifted child who finishes written class exercises quickly, computer programs may extend subject matter. From my observations, however, teachers use computers primarily for drill and practice exercises and word processing.

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Rouse, Deborah P. "Computer-assisted instruction: An effective instructional method." Teaching and Learning in Nursing 2, no. 4 (October 2007): 138–43. http://dx.doi.org/10.1016/j.teln.2007.07.007.

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Guha, Smita. "Integrating Computers in Elementary Grade Classroom Instruction—Analyses of Teachers' Perceptions in Present and Preferred Situations." Journal of Educational Computing Research 24, no. 3 (April 2001): 275–303. http://dx.doi.org/10.2190/69w7-hptu-wmqv-m8p3.

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This study explored elementary grade teachers' personal experience with instructional computing and the role of computers they would like to see in classroom instruction. One hundred forty-nine teachers from 15 elementary schools randomly chosen from two counties in western New York participated in the study. Teachers answered a survey questionnaire on their training and knowledge in computers, their comfort level in using computers for teaching, and computer usage in classroom instruction. The teachers also answered to what extent do they prefer to receive more training, be more comfortable using computers, and integrate computers more in their teaching. Based on teachers' responses, significant differences and positive correlation were found between teachers' present computer training, level of comfort, and computer usage in the classrooms as compared to their preferred training, comfort, and usage.

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Skudrna, Vincent J. "Role of Computer Assisted Instruction (CAI) in an Introductory Computer Concepts Course." Journal of Educational Technology Systems 25, no. 4 (June 1997): 327–45. http://dx.doi.org/10.2190/8362-cgbb-3d5r-j0uc.

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The primary objective of this article is to discuss the role of Computer Assisted Instruction (CAI) at the undergraduate level via a survey of related literature and specific applications. CAI shares many features with other instructional modes, such as traditional classrooms and programmed instruction (PI). Many characteristics of learners affect their ability to learn and acquire new knowledge. An individual's subject-specific knowledge and general knowledge both affect comprehension. With regard to instructional design, system approaches are sometimes referred to as instructional development systems (IDS). An IDS embraces several major categories. These include a statement of goals, analysis, development of instruction, and evaluation and revision. General statements on CAI can be divided into the following areas: requirements, potential benefits, state of the art, problems, CAI as a factor in society, the roles of industry, education, and government, including the role of teacher. At least two educational requirements make CAI inevitable, i.e., the trend to individualized instruction and the growth in information to be acquired. Data processing and computer science involve the teaching of computer skills in relative isolation from other disciplines. Hence, the computer is the principal subject. Student problem solving and research is where the computer is used as a tool in some field outside computer science. A specific sphere of application is the subject. This article will relate these categories as they apply to an introductory computer concepts course taught at the undergraduate level. Another phase of this course is that it is accounting-oriented.

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Bottge, Brian A., Enrique Rueda, Timothy S. Grant, Ana C. Stephens, and Perry T. Laroque. "Anchoring Problem-Solving and Computation Instruction in Context-Rich Learning Environments." Exceptional Children 76, no. 4 (July 2010): 417–37. http://dx.doi.org/10.1177/001440291007600403.

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Middle school students with learning disabilities in math (MLD) used two versions of Enhanced Anchored Instruction (EAI). In one condition, students learned how to compute with fractions on an as-needed basis while they worked to solve the EAI problems. In the other condition, teachers used a computer-based instructional module in place of one of the EAI problems to deliver formal fraction instruction. The results indicated that students in both instructional formats improved their fraction computational skills and that formal instruction provided an added benefit. Both instructional conditions improved students' problem-solving skills by about the same amount. The findings suggest that combining formal fraction instruction with EAI is a viable way to improve the problem-solving and computational skills of students with MLD.

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Dissertations / Theses on the topic "Computer instruction"

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Steinman-Veres, Marla. "Computer-aided instruction and simulations." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.

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Schoepke, Olaf S. "Dense instruction set computer architecture." Thesis, University of Bath, 1992. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332540.

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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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Green, Thomas Alan. "Computer programs supporting instruction in acoustics." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA327082.

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Thesis (M.S. in Engineering Acoustics) Naval Postgraduate School, December 1996.
Thesis advisor(s): Sanders, J. V.; Atchley, A. A. "December 1996." Includes bibliographical references (p. 215). Also Available online.

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Melody, Kevin Andrew. "Computer programs supporting instruction in acoustics." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA343632.

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Thesis (M.S. in Engineering Acoustics) Naval Postgraduate School, March 1998.
Thesis advisor(s): Sanders, James V. "March 1998." Includes bibliographical references (p. 105). Also available online.

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Lin, Yinghua. "Computer aided instruction of special relativity." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774750.

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This thesis creates an small expert system that is based on Einstein's special relativity. The basic knowledge of special relativity and the bases for building an expert system are described. The concepts of special relativity are put into a knowledge base by changing the formulas into rules and facts. The Prolog language was used to develop the expert system. New information can be input that does not contradict the rules and facts already in the database. The system also uses computer graphics to demonstrate the physical concepts of relativity. By using this expert system, one can teach the basic knowledge of special relativity and solve some problems related to frames of reference moving with high speed.
Department of Computer Science

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Brenton, Harry. "Instruction with 3D computer generated anatomy." Thesis, Imperial College London, 2011. http://hdl.handle.net/10044/1/8964.

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Research objectives. 1) To create an original and useful software application; 2) to investigate the utility of dyna-linking for teaching upper limb anatomy. Dyna-linking is an arrangement whereby interaction with one representation automatically drives the behaviour of another representation. Method. An iterative user-centred software development methodology was used to build, test and refine successive prototypes of an upper limb software tutorial. A randomised trial then tested the null hypothesis: There will be no significant difference in learning outcomes between participants using dyna-linked 2D and 3D representations of the upper limb and those using non dyna-linked representations. Data was analysed in SPSS using factorial analysis of variance (ANOVA). Results and analysis. The study failed to reject the null hypothesis as there was no signi cant di fference between experimental conditions. Post-hoc analysis revealed that participants with low prior knowledge performed significantly better (p = 0.036) without dyna-linking (mean gain = 7.45) than with dyna-linking (mean gain = 4.58). Participants with high prior knowledge performed equally well with or without dyna-linking. These findings reveal an aptitude by treatment interaction (ATI) whereby the effectiveness of dyna-linking varies according to learner ability. On average, participants using the non dyna-linked system spent 3 minutes and 4 seconds longer studying the tutorial. Participants using the non dyna-linked system clicked 30% more on the representations. Dyna-linking had a high perceived value in questionnaire surveys (n=48) and a focus group (n=7). Conclusion. Dyna-linking has a high perceived value but may actually over-automate learning by prematurely giving novice learners a fully worked solution. Further research is required to confirm if this finding is repeated in other domains, with different learners and more sophisticated implementations of dyna-linking.

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Hollis, Rebecca Lerane. "Increasing computer instruction within the classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3025.

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The objective was to create some high level thinking activities to use with computerized graphic organizers which utilized the multimedia program Hyperstudio and the word processing program AppleWorks. This is an attempt to improve teacher attitudes towards technology, and to increase computer instruction within the classroom.

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Taylor, Albert. "A comparison of computer-assisted instruction versus traditional instruction in developmental studies mathematics: implications for administrative instructional change." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/1743.

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This study sought to determine whether there were significant differences in variables pertaining to academic performance of at-risk students enrolled in Developmental Studies mathematics when computer-assisted instruction (experimental group) was a factor and students in regular college algebra using traditional instruction (control group). The characteristics that these students held in common are low Scholastic Aptitude Test mathematics scores (below 350), low high school grade point average (2.0 or below), and over twenty years of age. The following independent variables were examined: (1) age and (2) gender. The dependent variables examined were: Scholastic Aptitude Test mathematics score (MSAT), (2) high school grade point average (HSGPA), (3) entry College Placement Examination (ECPE), (4) exit College Placement Examination (XCPE), (5) number of quarters required to exit The quasi-experimental design of this study consisted of a historical timeline approach. A version of the nonequivalent control group design was used to compare the variables of the control group with the variables of the experimental group. The data were analyzed using analysis of variance, t-test procedures, analysis of covariance, and multiple range test. It was found that SAT mathematics score, high school grade point average, entrance College Placement Examination score, exit College Placement Examination score, and maturity (age) were important variables when considering student success in mathematics. It was concluded that although computer-assisted instruction was not superior to traditional instruction, it did provide at-risk students with alternatives for study and practice. The implications from this study indicate that at-risk students have special needs to be addressed, and computer-assisted instruction fills some of those needs. It was recommended that computer-assisted instruction should be integrated into every phase of the curriculum, especially when working with at-risk students.

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Ogonowski, Carol Ann. "Solving Word Problems in the Classroom: Traditional Instruction vs. Computer Instruction." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/334.

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The intent of this study was to determine if there was a difference in student performance when word problems or mathematical problem-solving skills are taught the traditional way or when students are taught through Computer Assisted Instruction, CAI. Ninety students in grades 9 through 12 participated in this study. The Stanford Test of Academic Skills, TASK, was administered for pre- and posttesting. No significant differences in achievement were found.

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Books on the topic "Computer instruction"

1

Computer games and instruction. Albany: State University of New York, 2011.

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A, Middelburg Cornelis, and SpringerLink (Online service), eds. Instruction Sequences for Computer Science. Paris: Atlantis Press, 2012.

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Kemner-Richardson, Sue. Computer-assisted instruction: Decision handbook. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1985.

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1947-, Pieters J. M., Simons P. R. J, and Leeuw Leendert de, eds. Research on computer-based instruction. Amsterdam: Swets & Zeitlinger, 1990.

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Bergstra, Jan A., and Cornelis A. Middelburg. Instruction Sequences for Computer Science. Paris: Atlantis Press, 2012. http://dx.doi.org/10.2991/978-94-91216-65-7.

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Melody, Kevin Andrew. Computer programs supporting instruction in acoustics. Monterey, Calif: Naval Postgraduate School, 1998.

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Christmann, Edwin P. The effectiveness of computer-assisted instruction. West Lafayette, IN: Kappa Delta Pi, 1997.

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Rahaman, S. A minimal instruction minimal hardware computer. Manchester: University of Manchester, Department of Computer Science, 1995.

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Robin, Cooper. CABIS, computer-aided bookkeeping instruction system. Reading, Mass: Addison-Wesley, 1987.

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1947-, Trollip Stanley R., ed. Computer-based instruction: Methods and development. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1991.

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Book chapters on the topic "Computer instruction"

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Kalman, Calvin S. "Computer-Assisted Instruction." In Innovation and Change in Professional Education, 235–55. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66140-7_11.

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Shami, S. K., and S. Knight. "Computer-aided Instruction." In Computers in Gastroenterology, 139–44. London: Springer London, 1988. http://dx.doi.org/10.1007/978-1-4471-3259-2_18.

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Kac, Mark, Gian-Carlo Rota, and Jacob T. Schwartz. "Computer-Aided Instruction." In Discrete Thoughts, 207–30. Boston, MA: Birkhäuser Boston, 1986. http://dx.doi.org/10.1007/978-1-4899-6667-4_19.

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Kac, Mark, Gian-Carlo Rota, and Jacob T. Schwartz. "Computer-Aided Instruction." In Discrete Thoughts, 207–30. Boston, MA: Birkhäuser Boston, 1992. http://dx.doi.org/10.1007/978-0-8176-4775-9_19.

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Weik, Martin H. "instruction-set computer." In Computer Science and Communications Dictionary, 797. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_9183.

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Elahi, Ata. "ARM Instructions Part II and Instruction Formats." In Computer Systems, 213–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93449-1_10.

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Weik, Martin H. "instruction." In Computer Science and Communications Dictionary, 795. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_9161.

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Bolwell, Christine. "Evaluating Computer-Assisted Instruction." In Nursing and Computers, 574–80. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_77.

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Lehrer, Richard. "Computer-Assisted Strategic Instruction." In Cognitive Strategy Research, 303–20. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8838-8_12.

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Schiffmann, Wolfram, and Robert Schmitz. "Complex Instruction Set Computer." In Springer-Lehrbuch, 95–114. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-662-10238-1_4.

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Conference papers on the topic "Computer instruction"

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Johnson, Robert E. "Micro-computers and Computer Aided Design Instruction." In ACADIA 1986: Architectural Education, Research and Practice in the Next Decade. ACADIA, 1986. http://dx.doi.org/10.52842/conf.acadia.1986.173.

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Lee, M. C., and P. A. Samet. "Intelligent computer-based instruction." In the 15th annual conference. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/322917.322968.

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Murphy, M., F. Taylor, and L. Smithwick. "Computer-aided DSP instruction." In [Proceedings] ICASSP 91: 1991 International Conference on Acoustics, Speech, and Signal Processing. IEEE, 1991. http://dx.doi.org/10.1109/icassp.1991.150541.

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Arci, F. D. L., and J. P. Bennett. "ISGEN: A Byte Stream Instruction Set Generator." In Simpósio Brasileiro de Arquitetura de Computadores e Processamento de Alto Desempenho. Sociedade Brasileira de Computação, 1992. http://dx.doi.org/10.5753/sbac-pad.1992.22718.

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Various methodologies have been devised for the design of byte stream instruction sets (Tan78, SS82). The second author has proposed on approach that is largely automatic(Ben88). A set of instructions is derived that is optimal according to some criterion, such as the size of compiled code. The choice of instructions is driven by statistical analysis of a large amount of high level language code intended for the instruction set under design. We describe a computer program which will produce such on instruction set. The system has been successfully used to produce bytestream instruction sets to support BCPL (RWS80). Poly(Mat85) and EuLisp (PN+90). We present quantitative results showing the success of these designs. Byte stream instruction sets are now largely restricted to interpretive intermediate codes, with the majority of instruction sets being RISC, or derived designs. We outline current work to produce ISGEN-GA which will generalise the methodology, so that RISC type instruction sets can be produced automatically.

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Souza, A. F. de, and P. Rounce. "On the Effectiveness of the Scheduling Algorithm of the Dynamically Trace Scheduled VLIW." In International Symposium on Computer Architecture and High Performance Computing. Sociedade Brasileira de Computação, 1999. http://dx.doi.org/10.5753/sbac-pad.1999.19786.

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In a machine that follows the dynamically trace scheduled VLIW (DTSVLIW) architecture, VLIW instructions are built dynamically through a scheduling algorithm that can be implemented in hardware. These VLIW instructions are cached so that the machine can spend most of its time executing VLIW instructions without sacrificing any binary compatibility. This paper evaluates the effectiveness of the DTSVLIW instruction scheduling algorithm by comparing it with the first come first served (FCFS) algorithm, used for microinstruction compaction, and the Greedy algorithm, used by the Dynamic Instruction Formatting architecture. In order to perform these comparisons, we have performed experiments using the SPECint95 benchmark suite.

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Abernethy, Ken, Paula Gabbert, and Kevin Treu. "Inquiry-based computer science instruction." In the 6th annual conference on the teaching of computing and the 3rd annual conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/282991.283000.

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PRATT, DAVID. "Computer enhancement of combustion instruction." In 27th Joint Propulsion Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1991. http://dx.doi.org/10.2514/6.1991-2505.

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Santos, Francisco, Rafael R. Santos, Anna Dolejsi Santos, Eliseu M. C. Filho, and Philippe O. A. Navaux. "Performance Evaluation of a Microarchitecture With Multiple Flows of Control." In International Symposium on Computer Architecture and High Performance Computing. Sociedade Brasileira de Computação, 1999. http://dx.doi.org/10.5753/sbac-pad.1999.19770.

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This work presents a new approach to exploit the Instruction-Level Parallelism. In the MULFLUX microarchitecture each branch instruction spawns two different flows, corresponding to the two possible branch paths. Instructions from both flows are executed speculatively in parallel. Cycles consumed by discarded instructions are not visible, because the correct instructions also have been executed. The concept of multiple flows of control as exploited in this research work has provided promising results, with performance gains of up to 109% for a configuration supporting up to 16 aclive flows. Among the configurations considered here, the configuration with a maximum of 4 aclive flows exhibited the best compromise between performance and resource replication: it provided a performance gain of 105% and full dispatch width utilization of up to 41%.

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Chilton, John C. "Computer Aided Structural Design in Architectural Instruction." In eCAADe 1992: CAAD Instruction: The New Teaching of an Architect. eCAADe, 1992. http://dx.doi.org/10.52842/conf.ecaade.1992.443.

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Chilton, John C. "Computer Aided Structural Design in Architectural Instruction." In eCAADe 1992: CAAD Instruction: The New Teaching of an Architect. eCAADe, 1992. http://dx.doi.org/10.52842/conf.ecaade.1992.443.

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Reports on the topic "Computer instruction"

1

Kemner-Richardson, S., J. P. Lamos, and A. S. West. Computer-Assisted Instruction: Decision Handbook. Fort Belvoir, VA: Defense Technical Information Center, April 1985. http://dx.doi.org/10.21236/ada154646.

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Eckstein, C. J. Style Manual for Use in Computer Based Instruction. Fort Belvoir, VA: Defense Technical Information Center, September 1990. http://dx.doi.org/10.21236/ada226959.

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Hays, Robert T., Renee J. Stout, and David L. Ryan-Jones. Quality Evaluation Tool for Computer-and Web-Delivered Instruction. Fort Belvoir, VA: Defense Technical Information Center, June 2005. http://dx.doi.org/10.21236/ada435294.

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Evers, Linda M. Prototype Methodology for Designing and Developing Computer-Assisted Instruction. Fort Belvoir, VA: Defense Technical Information Center, August 1986. http://dx.doi.org/10.21236/ada179568.

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Barrow, Lisa, Lisa Markman, and Cecilia Rouse. Technology's Edge: The Educational Benefits of Computer-Aided Instruction. Cambridge, MA: National Bureau of Economic Research, August 2008. http://dx.doi.org/10.3386/w14240.

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Hulton, Vel N., Michael R. Flaningam, Barbara Tarker, Ann Rybowiak, and Susan Sulzbach. Computer-Based Instruction Authoring Tools System (CATS): Student Guide. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada225782.

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Handler, B. H., P. A. France, S. C. Frey, N. F. Gaubas, K. J. Hyland, A. M. Lindsey, D. O. Manley, W. H. Hunnum, and D. L. Smith. NALDA (Naval Aviation Logistics Data Analysis) CAI (computer aided instruction). Office of Scientific and Technical Information (OSTI), July 1990. http://dx.doi.org/10.2172/6309584.

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Walker, Bonnie L., Rocco P. Russo, Lisa Kupper, Derrick Walton, and Ray Kirchner. Computer-Managed Instruction for Tank Commanders: 19K BNCOC Computer- Based Management System Description and Documentation. Fort Belvoir, VA: Defense Technical Information Center, June 1986. http://dx.doi.org/10.21236/ada170949.

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Skalny, Frederic J., and Ruth A. Marco. Development of Computer-Based Instruction for MOS (Military Occupation Speciality) 76C. Fort Belvoir, VA: Defense Technical Information Center, September 1987. http://dx.doi.org/10.21236/ada188364.

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Shlechter, Theodore M., Billy L. Burnside, and Debra A. Thomas. Issues in Developing and Implementing Computer-Based Instruction for Military Training. Fort Belvoir, VA: Defense Technical Information Center, September 1987. http://dx.doi.org/10.21236/ada189479.

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