Статті в журналах: "Computer assisted instructional design"

1

Whyte, Michael M., Dolores M. Karolick, Milton C. Nielsen, Gregory D. Elder, and W. Thomas Hawley. "Cognitive Styles and Feedback in Computer-Assisted Instruction." Journal of Educational Computing Research 12, no. 2 (March 1995): 195–203. http://dx.doi.org/10.2190/m2av-gehe-cm9g-j9p7.

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Feedback during student practice is considered a fundamental component of well-designed computer-assisted instruction (CAI). This project focuses on the appropriate applications of feedback in a CAI lesson which teaches knowledge bases and concepts. The student's learning style/characteristics are a factor in the process. The project follows a 4 × 2 design which includes a pretest, intervention, posttest, and delayed posttest model. The factors of the design are feedback (KCR, KCRI, KOR, KORI) and learner characteristics (field dependent, field independent). The learners, freshmen cadets at the USAF Academy, were assigned to treatment groups via stratified random sampling. Stratification was based on pretest scores of prior knowledge and learner characteristics. The results of the primary intervention, level of feedback, were statistically significant, favoring increasing levels of information feedback. This article also provides instructors, instructional designers and authors of computer-assisted instruction useful methodologies for implementing the results in instructional products.

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Ugwuanyi, Christian Sunday, and Chinedu I. O. Okeke. "Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction." International Journal of Higher Education 9, no. 5 (July 17, 2020): 115. http://dx.doi.org/10.5430/ijhe.v9n5p115.

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Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students’ achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students’ achievement in physics. A randomized controlled trial experimental design was adopted for the study using a sample of 120 participants. Physics Achievement Test (PAT) was used to collect data for the study. Analysis of covariance was used to analyze the data. It was found that Computer-Assisted Instruction (CAI) had a significant effect on students’ achievement in physics at posttest and follow-up assessments. Thus, Physics education lecturers should be trained on how to design and use CAI package for effective twenty-first century classroom instructional delivery in Nigerian university.

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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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Choi, Soo-Young. "APPLICATION OF COMPONENT DISPLAY THEORY IN DESIGNING AND DEVELOPING CALI." CALICO Journal 3, no. 4 (January 14, 2013): 40–45. http://dx.doi.org/10.1558/cj.v3i4.40-45.

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Component Display Theory—(Merrill 1983; Merrill, Kowallis, and Wilson 1981) has been developed to be an analytical theory-based instructional design guide. It was the rationale underlying the design of the TICCIT computer-assisted learning system. It forms also a major foundation for hundreds of hours of instruction designed by Courseware, Inc. This paper discusses step-by-step procedures of its use in designing a goal-oriented Computer Assisted Language Instruction (CALI), and in quantifying the effectiveness of the instruction as a preliminary evaluation tool.

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Munyakazi, Jean Paul, Josiane Mukagihana, Theophile Nsengimana, Concilie Mukamwambali, and Olivier Habimana. "Impacts of Computer-Assisted Instructions on Students' Academic Performance of Biology within Secondary Schools." International Journal of Learning and Development 12, no. 2 (June 24, 2022): 81. http://dx.doi.org/10.5296/ijld.v12i2.19766.

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Computer-assisted instructions (CAI) not only motivate students to learn but also enable learners to learn by interacting with instructional tools that allow learners to react the way they would react in real situations. This study sought to investigate the impact of computer-assisted instruction on learners' achievement of biology with a focus on cell division topics. The study adopted a quasi-experimental design. The population of this study was all upper secondary students that have Biology in their learning subjects within the Nyagatare district. To get a sample, researchers purposively selected three schools on the condition that they are equipped with smart classrooms having connected computers. The researchers took one class at each school. Thus, we got a total of ninety (90) senior five learners. The researchers split these learners into two groups composed of 45 learners in the experimental group, and 45 students in the control group. Learners in the experimental group were subjected to computer-assisted instructions while learners in the control group went through the traditional lecturing instructions. To collect data, a biology performance test (BPT) was used. The reliability coefficient (Cronbach’s coefficient Alpha) calculated for the instrument was 0.704. Pre and post-tests were given to all students in both groups. We used the inferential statistics t-test to analyze the data. The results showed [t (88) = -6.640, p = .000; p<.05] indicating that there is a statistically significant difference in mean scores between groups. The findings from the study allowed us to conclude that computer-assisted instruction enhances students' performance in biology, especially in cell division. Therefore, we recommend the integration of computer-assisted instructions into teaching and learning to enhance learners’ performance in biology.

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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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Woodward, John, Doug Carnine, Russell Gersten, Mary Gleason, Gary Johnson, and Maria Collins. "Applying Instructional Design Principles to CAI for Mildly Handicapped Students: Four Recently Conducted Studies." Journal of Special Education Technology 8, no. 1 (June 1986): 13–26. http://dx.doi.org/10.1177/016264348600800103.

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This report summarizes four recently conducted studies involving computer assisted instruction for mildly handicapped secondary students. A variety of CAI programs were used—drill and practice, tutorial, and simulation—and each study focused on the effects of specific instructional design variables. Three of the four studies produced statistically significant differences for the experimental treatments, indicating that sophisticated instructional design principles can make a considerable difference in the effectiveness of an instructional program. This research agenda also has implications for teaching practices which work in concert with the principles used in designing a practical CAI programs.

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Goforth, Dave. "Learner Control = Decision Making + Information: A Model and Meta-Analysis." Journal of Educational Computing Research 11, no. 1 (July 1994): 1–26. http://dx.doi.org/10.2190/x799-7fdg-h0vq-th9c.

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Research into the effectiveness of learner control in tutorial computer assisted instruction has produced equivocal results. In order to analyze these results, learner control is defined within a general model of decisions and information in instructional systems. When the research is categorized according to this model, the effectiveness of learner control is confirmed and a preliminary conclusion concerning the importance of information is reached. A case is made for an instructional design focus in learner control research based on model building rather than hypothesis testing.

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Saidi, Houshmand. "The Impact of Advance Organizers upon Students' Achievement in Computer-Assisted Video Instruction." Journal of Educational Technology Systems 22, no. 1 (September 1993): 29–38. http://dx.doi.org/10.2190/pqxy-m6nt-ut6b-r618.

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One of the newer tools for instruction today is Computer-Assisted Video Instruction (CAVI). The focus of this study was the impact of advance organizers as an instructional strategy upon students' achievement in CAVI. Specifically, this research examined the increase of students' rule-learning when exposed to advance organizers presented in a CAVI mediated lesson. It was hypothesized that subjects who receive the advance organizer treatment in a CAVI mediated lesson would achieve higher mean rule-learning test scores than those who do not receive the advance organizer treatment. To test the hypotheses, a sample of seventy college students were subjected to one of two treatment conditions. The instructional material dealing with rule-learning in basic computer programming for the CAVI lesson was developed on the basis of the Principles of Instructional Design suggested by Gagne' and Briggs [1]. The advance organizer for the CAVI mediated lesson was developed based on Ausubel et al.'s conceptual definition of the term [2]. Translated into operational terms, Mayer's checklist of attributes for advance organizers provided the basis for the advance organizer developed [3]. The results—obtained by a 2 × 2 factorial posttest—showed that the visual-spoken advance organizer did not significantly influence rule-learning in the CAVI situation.

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Wetzel, Danielle, David Brown, Necia Werner, Suguru Ishizaki, and David Kaufer. "Computer-Assisted Rhetorical Analysis: Instructional Design and Formative Assessment Using DocuScope." Journal of Writing Analytics 5, no. 1 (2021): 292–323. http://dx.doi.org/10.37514/jwa-j.2021.5.1.09.

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11

Stephen, Daikwo. "IMPROVING STUDENTS ENGAGEMENT IN PHYSICS USING COMPUTER ASSISTED INSTRUCTION METHOD." International Journal of Advanced Research 9, no. 10 (October 31, 2021): 1027–32. http://dx.doi.org/10.21474/ijar01/13645.

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Contemporary society has witnessed a growing trend of technological innovations in the educational landscape. The phenomenon has been widely integrated into the education system of Nigeria. Perhaps, researchers have deployed different computer technologies to enhance students performance in varying subjects. The present study aims to determine whether computer-assisted instructional methods would affect students engagement in physics in secondary school. A total of one hundred and eighty-seven secondary school students were drawn from eight public secondary schools in Ankpa and Lokoja in Kogi state as the studys participants. The study adopted aquasi-experimental pre-test, post-test study design. The result revealed a significant difference in students engagement in physics between the students taught with the computer-assisted instructional method and those taught with the conventional way at MD = 5.08, t (185) = 7.328, p = .000. Thus, the study concludes that a computer-assisted instructional method is an indispensable tool that could influence students engagement in physics, especially among secondary school students. The practical implications and recommendations are discussed.

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Kim, Wha-Chun Mary. "Conceptual Design Of An Intelligent Hypermedia Language Learning Environment." CALICO Journal 8, no. 4 (January 14, 2013): 25–36. http://dx.doi.org/10.1558/cj.v8i4.25-36.

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A major concern in the area of foreign language instruction has been the enhancement of effective teaching strategies and pedagogical approaches. There has been an increasing attempt in recent years to apply the new technology as part of this endeavor. This paper will describe a current research effort to determine the nature of effective instructional methodology and multimedia courseware design in the area of Computer-Assisted Language Learning (CALL) through a reconstruction and reanalysis of an existing Korean interactive video courseware. By studying its design decisions and underlying pedagogical principles documented through the Instructional Design Environment or IDE, empirical research will be conducted on how learners respond to and make use of various HELP options in acquiring their language skills. The project's ultimate objective is to apply these research results to the design and development of intelligent authoring tools for language learning.

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Duchastel, Philippe. "Intelligent Computer Assisted Instruction Systems: The Nature of Learner Control." Journal of Educational Computing Research 2, no. 3 (August 1986): 379–93. http://dx.doi.org/10.2190/d4jw-nr13-adta-mr8a.

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Learner control, which is contrary in spirit to the design philosophy underlying traditional CAI systems, is an important feature of most intelligent computer assisted instruction (ICAI) systems, as revealed through the learning dialogues they support. Such learner control is made possible by the natural language interface and the type of knowledge base incorporated in these systems. Such systems, it is argued, because they enable unplanned interactions with the learner and capitalize on student curiosity and motivation, can attain a much finer grain of individualization than traditional CAI systems can. The conceptual and affective requirements of instructional adaptation indicate the desirability of substantial learner control as well as the potential danger of overly strong tutorial guidance.

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Rizal, Setria Utama, Din Azwar Uswatun, Astri Sutisnawati, and Rifki Aditia. "Pengembangan Computer Assisted Instructional Integrated Science Materi “Hujan” di Sekolah Dasar." Al-Mudarris (Jurnal Ilmiah Pendidikan Islam) 3, no. 1 (May 1, 2020): 43–52. http://dx.doi.org/10.23971/mdr.v3i1.2141.

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The lack of learning media is one indicator of science learning less favored by elementary school students. The use of instructional media can overcome students' difficulties in understanding contextually material. The purpose of this research is to produce integrated learning media Computer Assisted Instructional learning material "rain" material in improving critical thinking skills of third grade elementary school students. This research method uses research & development with the Borg & Gall development model and field trials using one-group pretest-posttest design at SDIT Al-Khoiriyah Al-Husna Sukabumi. Data collection techniques using interviews, observation, questionnaires, and tests. Data collection instruments included interview guidelines, observation sheets, questionnaire sheets, and test questions. The results of this study are in the form of learning products for Computer Assisted Instructional integrated science elementary school with "rain" material. The results of the product validation show that the integrated Computer Assisted Instructional learning media is appropriate for use in elementary science learning with an average rating from the "Very Good" category validator. Field trial results show that the integrated Computer Assisted Instructional elementary school learning media with "rain" material is effectively used in the elementary science learning process to improve students' critical thinking skills with a gain of 0.81. So that the results of this study can be used in the learning process of science in students of SDIT Al-Khoiriyah Al-Husna Sukabumi and developed in other SD / MI.

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Olokooba, Issa Nasiru. "The Effect of Cooperative Computer-Assisted Instructional Package on Upper Basic Students’ Performance in Social Studies." International Journal of Social Learning (IJSL) 2, no. 3 (August 30, 2022): 308–20. http://dx.doi.org/10.47134/ijsl.v2i3.156.

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This study investigated the effect of a cooperative computer-assisted instructional package on upper basic Social studies students’ performance in Nigeria. The study adopted a quasi-experimental design. A simple random sampling technique was used to select two intact classes. The two instruments used were Cooperative Computer-Assisted Instructional Package and Social Studies Performance Tests. All hypotheses were tested using Analysis of Covariance at a 0.05 level of significance. The study's findings showed a significant effect of the treatment on Upper Basic students’ performance in Social Studies (F=18.92, P>0.000); there was no significant interaction effect between gender, age, and the treatment on the students’ performance. The study concluded that treatment was more effective in enhancing students’ performance than the conventional method. Accordingly, teachers should be encouraged to use Cooperative Computer-Assisted Instructional Package in teaching students to sustain gender friendliness in classroom situations.

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Liaupsin, Carl J. "The Comprehensive Evaluation of a Self-Instructional Program on Functional Behavioral Assessment." Journal of Special Education Technology 17, no. 3 (June 2002): 5–25. http://dx.doi.org/10.1177/016264340201700301.

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Computer assisted instruction has been used to teach a variety of skills to persons who work with school-age children. However, with few exceptions, the computer-based instructional materials that have been developed to provide training for school professionals have not been subjected to comprehensive empirical validation. More comprehensive evaluations can provide information regarding the validity of content, the quality of design, the perceptions of users, and the barriers that might be encountered when implementing professional development software. The purpose of this study was to conduct a comprehensive evaluation of a computer-based self-instructional program on functional behavioral assessment. This article describes a study that evaluated a self-instructional tutorial on functional behavioral assessment using a comprehensive model of evaluation. The model included the evaluation of (a) content, design, and organizational acceptance, (b) effectiveness of the training, (c) the perceptions of users, and (d) difficulties encountered during implementation. The article discusses the results of the evaluation, presents implications for researchers and software developers, and concludes with suggestions for future research.

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Marek, Michael W., and Wen-chi Vivian Wu. "Establishing a “Standard Model” for CALL Instructional Design." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 3 (July 2020): 79–88. http://dx.doi.org/10.4018/ijcallt.2020070106.

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This article proposes a Standard Model of CALL, i.e., a compilation of fundamental theories and practices that should always be considered when creating an instructional design for the Computer Assisted Language Learning (CALL). This proposed model is inspired by the standard model of physics which is the widely accepted understanding about how the fundamental particles and forces of the universe operate. The authors propose that the following concepts be considered the foundational components of the Standard Model of CALL which should shape the CALL context: (1) Reverse engineering of instructional requirements from outcome goals; (2) Instructional design based on affordances; (3) Constructivism embodied in student-centered active learning; (4) Communicative Language theory (CLT); (5) Authentic learning materials and experiences, (6) Incremental learning; (7) Task-Based Instructional Design; (8) Gamification; and (9) Long term use via curriculum integration. They collectively form a foundation and framework for common contextual elements that all CALL instructional design should consider.

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Darmawan, Deni, Pipih Setiawati, Didi Supriadie, and Muthia Alinawati. "PENGGUNAAN MULTIMEDIA PEMBELAJARAN INTERAKTIF UNTUK MENINGKATKAN KETERAMPILAN MENULIS ENGLISHSIMPLE SENTENCESPADA MATA KULIAH BASIC WRITING DI STKIP GARUT." PEDAGOGIA 15, no. 1 (April 1, 2017): 109. http://dx.doi.org/10.17509/pedagogia.v15i1.6576.

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Basic Writing is the first basic writing course for students in English Education Program of STKIP Garut, which is aimed to develop students' writing English skill. The efforts have been developed to improve the learning on Basic writing course and one of them is the use of multimedia. The research questions of this research were: 1). does the use of Computer-Assisted Instruction can improve the students' writing skill?, 2). does the conventional media also improve the students' writing skill?, 3). Is there any significant of improvement between the use of Computer-Assisted Instruction and conventional media?. The research used the quantitative approach and was conducted through the Quasi-Experimental Design. The research conducted between two classes, the experiment and control class, by using 50 students as samples in English Education Program of STKIP Garut. The research findings showed the primary points that the use of Computer-Assisted Instruction improved the students’ writing English simple sentence skill due to the gain value with the medium category on Basic writing course in STKIP Garut; The students’ writing English simple sentence skill of control class, which the students did not use the interactive instructional multimedia, improved considering the gain value with the low category; and There was the significance level of difference that the students who used the Computer-Assisted Instruction were better than the students who did not use the Computer-Assisted Instruction or on the other hand used the conventional media.

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Bass, George, Roger Ries, and William Sharpe. "Teaching Basic Skills through Microcomputer Assisted Instruction." Journal of Educational Computing Research 2, no. 2 (May 1986): 207–19. http://dx.doi.org/10.2190/kean-rwux-7bl2-fp3v.

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Low achieving students in grades 4–6 were given supplementary microcomputer assisted instruction in reading and mathematics. Students' performance was assessed with a pretest/posttest nonequivalent control group design using standardized achievement and affective tests. Although all microcomputer experimental groups showed statistically significant pretest/posttest gains in reading and mathematics, the control groups using conventional instructional methods also showed similar gains. Analysis of covariance of achievement gains revealed only one experimental group, sixth grade reading, to be statistically superior to the control groups' performance. No significant changes in students' attitudes toward schooling or sense of control over their own performance were detected. Implications of this study's design and findings are discussed with respect to past CAI research and present CAI school practices.

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Ozen, Arzu, Yasemin Ergenekon, and Burcu Ulke-Kurkcuoglu. "Effects of Using Simultaneous Prompting and Computer-Assisted Instruction During Small Group Instruction." Journal of Early Intervention 39, no. 3 (May 31, 2017): 236–52. http://dx.doi.org/10.1177/1053815117708998.

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The current study investigated the relation between simultaneous prompting (SP), computer-assisted instruction (CAI), and the receptive identification of target pictures (presented on laptop computer) for four preschool students with developmental disabilities. The students’ acquisition of nontarget information through observational learning also was examined. A multiple probe design across target skills was used to evaluate the intervention. The students learned to receptively identify pictures of household items when SP and CAI were used together in small group instructional sessions. In addition, students maintained and generalized behaviors across adult implementers. Furthermore, students learned nontarget information. Finally, the social validity of the intervention was assessed by graduate students and all viewed the procedures positively.

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Gore, Dolores A., Gary N. Morrison, Martha L. Maas, and Elizabeth A. Anderson. "A Study of Teaching Reading Skills to the Young Child Using Microcomputer Assisted Instruction." Journal of Educational Computing Research 5, no. 2 (May 1989): 179–85. http://dx.doi.org/10.2190/p3td-ha2m-1m5n-gecr.

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The major purpose of this study was to determine if the five-year-old child could be taught reading skills through the computer. Fourteen children attending a preschool for low income families received specific reading skills instruction exclusively on the microcomputer. The curriculum used at the preschool was designed to eliminate any drill and practice on isolated reading skills. The study was a pretest/posttest single group design. All subjects were administered the Metropolitan Readiness Test and the results were analyzed using the one-way analysis of variance ( p < .01). A secondary purpose was to determine if the children could learn basic computer literacy skills without direct instruction and drill. Through an analysis of the observation notes it was determined that the computer literacy skills were learned by the children while involved in the academic skills instructional program.

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Mcaleese, Ray. "The intelligent design of computer assisted instruction." Computers & Education 20, no. 2 (March 1993): 211–12. http://dx.doi.org/10.1016/0360-1315(93)90092-w.

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Christinaz, Daniel, and Frederick G. Knirk. "Environmental Requirements for Computer Assisted Instruction." Proceedings of the Human Factors Society Annual Meeting 31, no. 2 (September 1987): 228–32. http://dx.doi.org/10.1177/154193128703100221.

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Physical learning environments for computers require special consideration and design. The better this “electronic classroom” environment is designed, the greater are the chances that the desired learning will occur. The design/selection of acoustical, lighting, HVAC factors and space/furniture affect each individual. Physical environments effects student learning, physiology and affect. Behavioral science data regarding color, form, acoustics, light intensity, light contrast, and temperature is useful when designing spaces for learning via computer. In this paper we will examine many of the environmental factors which facilitate or inhibit student progress.

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Byrum, David C. "Formative Evaluation of Computer Courseware: An Experimental Comparison of Two Methods." Journal of Educational Computing Research 8, no. 1 (February 1992): 69–80. http://dx.doi.org/10.2190/1w7x-mxnh-9eur-9fbr.

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Although considered an integral step in the instructional design process, formative evaluation has not received widespread use in the design of CAI (computer-assisted instruction). One issue is the developer's uncertainty in selecting a method of formative evaluation for a CAI product. The objective of this study was to examine the differential impact of two methods of formative evaluation on the revision of courseware. This study investigated the effects of one-to-one and small group methods of formative evaluation of microcomputer courseware on learner posttest scores after using a CAI program. Subjects were seventy-two female and fourteen male undergraduate students from instructional design classes at a midwestern state university. Subjects were randomly assigned to one of three groups and used either 1) the original CAI program, 2) the CAI program revised using the one-to-one method, or 3) the CAI program revised using the small group method. Results indicated a significant difference in learner posttest scores on the CAI products revised using the two methods of formative evaluation over the original version. There was no significant difference between posttest scores of the CAI products revised based on one-to-one or small group method of formative evaluation.

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Riccomini, Paul. "Computer Assisted Instructional Programs to Teach Mathematics to Students with Learning Disabilities: Analysis of the Instructional Design Features." i-manager's Journal on School Educational Technology 3 (February 15, 2008): 38–48. http://dx.doi.org/10.26634/jsch.3.3.734.

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Olajide, Simeon O., and Francisca O. Aladejana. "Effect of Computer Assisted Instructional Package on Students' Learning Outcomes in Basic Science." International Journal of Technology-Enabled Student Support Services 9, no. 1 (January 2019): 1–15. http://dx.doi.org/10.4018/ijtesss.2019010101.

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The study developed the basic science information and communication technology (BSICT) instructional package based on Nigerian Junior Secondary School (JSS) curriculum and investigated its effect on the students' learning outcomes with the aim of improving them. The study employed the pre-test, post-test, control group quasi-experimental research design. From a population of all JSS in Osun State, a sample of 180 students from six intact classes in six purposively selected schools was taken. The experimental groups were taught using the BSICT package while the control groups were taught the same concepts without the package. Data was collected using the Basic Science Achievement Test and analysed. The results showed significant effects of the package on students' performance and retention ability in basic science. The study concluded that BSICT could be used to improve students' learning outcomes in basic science if properly proctored. Hence, the use of computer assisted instruction can be recommended for teaching and learning for improved performance and retention.

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Hetzroni, Orit E., Raymond W. Quist, and Lyle L. Lloyd. "Translucency and Complexity." Language, Speech, and Hearing Services in Schools 33, no. 4 (October 2002): 291–303. http://dx.doi.org/10.1044/0161-1461(2002/024).

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Purpose: A single-subject alternating treatment design was used to (a) evaluate the influence of translucency (i.e., the guessability of the symbol when the referent is known) and complexity (i.e., the number of lines or strokes that compose the symbol) on Blissymbol acquisition and (b) compare the effectiveness of computer-based instruction (CBI) and traditional teacher-based instruction (TBI) on students' accuracy in identifying Blissymbols. Method: Three students with communication disorders were taught to identify 40 Blissymbols using the two instructional formats. Results: Findings revealed that high translucency Blissymbols were learned significantly faster than low translucency Blissymbols for all participants. High complexity assisted learning when translucency was high, but hindered learning when translucency was low. These results were evident in both interventions. Clinical Implications: Both interventions were found to be effective instructional methods for teaching Blissymbols.

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Ruliah, Ruliah, Suyitno Muslim, Zulfiati Syahrial, and Andita Suci Pratiwi. "Development of Instructional Design Based on Computer Assisted Instruction Models for Database System Course in Information Technology Colleges." Universal Journal of Educational Research 8, no. 9A (September 2020): 21–30. http://dx.doi.org/10.13189/ujer.2020.082004.

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Oluwatoyin, Fashiku, Christopher, Jembola Emily Olujoke, and Ayoku Oba Baba. "Computer-Assisted Instructional Strategies and Learning Outcomes of Pupils in Pre-Basic Private Schools in Southwestern Nigeria." American Journal of Education and Learning 7, no. 2 (October 7, 2022): 58–68. http://dx.doi.org/10.55284/ajel.v7i2.706.

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The study was on the influence of computer-assisted learning instructional strategies on learning outcomes of pupils in Pre-Basic private schools in Southwestern Nigeria. The descriptive survey research design was used in the study. The population comprised 14,266 teachers in Southwestern Nigeria's pre-basic and primary schools. A sample of 378 primary school teachers were selected using a multi-stage sampling procedure. The study used the Management of Computer Assisted Learning, Instructional Strategies and Learning Outcomes in Pre-basic Schools Questionnaire (MACALISLOPS-Q), Teachers’ Observation Schedule on CAL Application (TOSCALA) and Test of Skill Acquisition on CAL in Pre-basic Schools (TESACALPS) for data collection. Data collected were analysed using percentages and mean scores for research questions while the hypotheses were tested using Analysis of Variance. The results showed that the types of CAL facilities and equipment used in teaching in the study area were Computer desktop/laptop (81.2%), interactive whiteboard (53.9%), television (75.6%), smartphones 59.4%, Digital Video Disks and Compact Disks (69.4%). Results further showed a significant influence of CAL on children's Literacy and Numeracy (F-= 4.517, p<0.05), The study concluded that Management of Computer Assisted Learning (CAL) and instructional strategies have a significant influence on learning outcomes of private pre-basic school children in Southwestern Nigeria it was recommended among others that: stakeholders in education and non-governmental organisations should procure CAL facilities and equipment in Pre-Basic schools, the provided CAL technology should be well managed and appropriate instructional strategies should be used in facilitating learning among the children in Pre-Basic Schools in the study area.

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Nie, Shao Hua. "Design of the Intelligent Computer Assisted Instruction System." Applied Mechanics and Materials 687-691 (November 2014): 2565–68. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2565.

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With the introduction of artificial intelligence technology, Intelligent Computer Assisted Instruction (ICAI) not only overcomes many weaknesses of the traditional CAI. But also greatly enhance and improve the teaching quality and efficiency. In this paper, it firstly analysis and study the characteristics and structure of the ICAI, then proposed the method to achieve ICAI system.

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Gimba, R. W., A. A. Hassan, M. Abdulrahman, and A. Bashir. "EFFECTS OF COMPUTER ASSISTED INSTRUCTIONAL PACKAGE ONACHIEVEMENT AND INTEREST OF SENIOR SECONDARY SCHOOLSTUDENTS IN MATHEMATICS IN BIDA METROPOLIS, NIGER STATE,NIGERIA." Sokoto Educational Review 15, no. 1 (June 29, 2014): 10. http://dx.doi.org/10.35386/ser.v15i1.147.

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This study compared the effects of the researcher designed Computer Assisted Instruction (CAI) package on achievement and interest of senior secondary school students in set theory to the traditional teaching method. The study was carried out in Bida Metropolis. Two senior secondary schools were purposively chosen because of the availability of computers in these schools. A sample of one hundred and nine (109) SSI students was involved in the study. The design used was a quasi-experimental design. Two intact classes were used; four research questions and four hypotheses guided the study, while Mean, standard deviation and t-test were used to test the hypotheses at 0.05 level o f significant. The result revealed that the mean and standard deviation of the post-test achievement score of experimental and control groups are 60.25 and Standard Deviation 0.12, and 31.15 and Standard Deviation 0.10 respectively in favour of the experimental group and the interest inventoiy score of experimental and control groups are 58.43 and Standard Deviation 0.18, and 32.23 and Standard Deviation 0.23 respectively in favour of the experimental group. The study revealed no significant difference in the mean achievement and interest scores of male and female students taught using CAT package. Some recommendations were made among which is mathematics teachers should include the use of computer assisted instructional package as one of the strategies to be employed in classroom teaching and learning.

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Mohammed, Tawffeek A. S., Mustapha Saidi, Blanche Nyingone Assam, and Elsanosi M. Eldokali. "Towards a Blended Programme for Arabic and Other Less Commonly Taught Languages (LCTLs) in the South African Higher Education Context." Education Research International 2021 (September 30, 2021): 1–12. http://dx.doi.org/10.1155/2021/1455705.

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Disruptive technologies are widely used in education today. They aim to develop the knowledge, skills, and competencies of students. The field of applied linguistics, in general, and foreign language teaching, in particular, have benefited immensely from the developments taking place in computer-assisted language learning (CALL) and mobile-assisted language learning (MALL). However, meaningful learning cannot be achieved by using technology indiscriminately; an understanding of educational theories and key instructional design models is urgently required. The present study argues that the adoption of established instructional design models will yield effective learning materials not only for the less commonly taught languages (LCTLs) but also for language classrooms in general. It investigates the use of ADDIE instructional design model for designing and developing a blended syllabus for teaching Arabic as a foreign language in South African institutions of higher learning. The study also deals with the attitudes of the students towards the designed blended syllabus. The proposed syllabus is based on a wide range of web-based tools and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). This study serves as a guideline for developing instructional materials for teaching Arabic, as well as other languages.

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Zhou, Wenbo, Lei Shi, and Jian Chen. "Design and Implementation of the Online Computer-Assisted Instruction System Based on Object-Oriented Analysis Technology." International Journal of Emerging Technologies in Learning (iJET) 13, no. 10 (October 26, 2018): 183. http://dx.doi.org/10.3991/ijet.v13i10.9462.

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The online computer-assisted instruction system has changed the way of knowledge acquisition, and makes knowledge transmission faster, and more con-venient and efficient. This study discusses the key technologies of online com-puter-assisted instruction system with such methods as literature research, system analysis and empirical research, analyzes the requirement of online computer-assisted instruction system with object-oriented analysis method, determines the main functions of online computer-assisted instruction system, and designs the model of online computer-assisted instruction system in detail with the aid of UML technology. The practicality and validity of the model are verified by the re-alization of some interfaces and processes of the system model.

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N. Hula, Ibnu Rawandhy, Moh Zulkifli Paputungan, and Ana Mariana. "PENGEMBANGAN HYBRID LEARNING BERBASIS APLIKASI COMPUTER ASSITED TEST (CAT) PADA PROGRAM ARABIC PROFICIENCY TEST." Tadbir: Jurnal Manajemen Pendidikan Islam 9, no. 1 (March 22, 2021): 103–25. http://dx.doi.org/10.30603/tjmpi.v9i1.2063.

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This study aims to develop Hybrid Learning based on the Computer Assisted Test (CAT) application in the Arabic Proficiency Test (APT) program.The method used was Research and Development with the ADDIE instructional design model (Analyze, Design, Develop, Implement and Evaluate), with development stages (concept, design, material collecting, assembly, testing and distribution). The results showed that the development of Hybrid Learning based on CAT application can be used in the Arabic Proficiency Test (APT) program which contains three language competency tests, (istima, tarakib and Qira’ah) and fulfills several aspects; 1) Self Instructional, 2) Self Instructional, 3) Self Contained, 4) Standalone, 5) User Friendly, and 6) Adaptive to technological developments. The results of the CAT-APT application trial in a limited group obtained a score of 80 (good) to 88 (very good), in the media validation test the score was 80 (good) to 86 (very good), the programming validation test and a score of 80 (good) to 88 (very good), while in the testing on the tester, the pretest score had not yet reached the advanced level, while in the posttest there were 9 testers who reached the advanced score.

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Baiden, Ebenezer Ato, and Samuel Agbene. "Effectiveness of Computer-Assisted Instruction and Conventional Instructional Approaches on High School Student Performance in Cellular Respiration." Journal of Mathematics Instruction, Social Research and Opinion 1, no. 3 (December 1, 2022): 153–62. http://dx.doi.org/10.58421/misro.v1i3.41.

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This study examined the effects of computer-aided instruction (CAI) and conventional teaching methods on high school biology performance. He was randomly selected from each of his two schools to take two science courses. An unequal, quasi-experimental, pre-test, and post-test design were used. Students in the experimental group used their CAI to learn cellular respiration (a biological concept), while the control group learned the same cellular respiration using a conventional approach. Independent and paired-samples t-tests were used to analyze pre-and post-test results for both experimental and control groups. Results showed that students taught using the traditional approach performed better on the post-test than those taught using the CAI. However, students in the experimental group performed better after being instructed to use the CAI. The results also showed that underperforming students performed better after being tutored at CAI. This indicates that CAI is more effective in teaching underperforming students.

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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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Bryant, Diane Pedrotty, Marilyn Goodwin, Brian R. Bryant, and Kellie Higgins. "Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research." Learning Disability Quarterly 26, no. 2 (May 2003): 117–28. http://dx.doi.org/10.2307/1593594.

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This article reviews research on vocabulary interventions involving students with learning disabilities. The purpose of the review was to summarize the findings of vocabulary intervention research and to present implications for vocabulary instruction. The studies were analyzed based on the following intervention research variables: word selection procedure, materials, instructional design and procedures, duration of the intervention, mastery criterion, measures of vocabulary learning (word knowledge level and reading comprehension), maintenance, and generalization (reading comprehension). Based on the selection criteria, six articles spanning the period from 1978 to the present were identified. Vocabulary interventions were categorized into four areas, computer-assisted instruction (CAI), fluency-building vocabulary practice activities, mnemonic strategy instruction, and concept enhancement instruction. Overall, positive results were found for the interventions on measures of immediate recall, maintenance, and generalization.

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Zainuddin, Nurkhamimi, та Muhammad Sabri Sahrir. "نظريـات ومبادئ تصميم الوسـائط المتعددة في تعليـم مفردات اللغة العربية وتعلمها :دراسـة تحليلية تقويمية". Ulum Islamiyyah 20 (31 березня 2017): 95–104. http://dx.doi.org/10.33102/uij.vol20no0.43.

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This study attempts to analyze and evaluate theories and design principles for design and development of multimedia program for teaching and learning Arabic vocabulary. The researchers mentioned the research tools, research samples and steps which are related to the design and development process. The study proposes the implementation of social constructivism theory proposed by Vygotsky (1978), theory of second language acquisition by Krashen (1984), theory of multimedia learning by Mayer (2001) and ADDIE instructional model by Dick & Carey (1990). 4 subjects matter experts in teaching Arabic as a second language, syllabus design, computer assisted language learning and instructional technology had participated in the study. The outcome from this research will later be used by the researcher in the design and development processes of the multimedia program for teaching and learning Arabic vocabulary.

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Kurniawati, Atik, and I. Gusti Putu Suryadarma. "PENYUSUNAN MEDIA PEMBELAJARAN BERBANTUAN KOMPUTER UNTUK PBL DAN KEEFEKTIFANNYA TERHADAP CTS PESERTA DIDIK SMA." Jurnal Inovasi Pendidikan IPA 1, no. 1 (April 1, 2015): 57. http://dx.doi.org/10.21831/jipi.v1i1.4532.

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This study aims to investigate: (1) the feasibility of computer-assisted learning media based problem based learning (PBL) on Environmental Pollution materials for high school students of class X, and (2) the effectiveness of instructional media for improving of critical thinking skill (CTS) learners class X SMA Negeri 5 Magelang. This research was adapted from the ADDIE model of development that includes analyze, design, develop, implement, and evaluate. Products validated by subject matter experts, media experts, educators of Biology, and peer reviewer. Subject of this study is tenth grade students of SMA Negeri 5 Magelang. Collecting data was using questionnaires, observation sheets, and test critical thinking skills. The media according to the validator and the students is classified to the category of good. Instructional media was improved to learners' critical thinking skills effectively, which demonstrated by the significant value of 0:00. This results showed that media computer-assisted learning based PBL is effective for improving of the critical thinking skills of learners.

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Konikow, Nancy Schuman. "Computer-assisted Instruction: Design and Content in Neuroscience Nursing." Journal of Neuroscience Nursing 19, no. 2 (April 1987): 100–105. http://dx.doi.org/10.1097/01376517-198704000-00007.

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Pearson, Thomas E., and Sandra K. Strick. "The Physical Design of Computer Assisted Classroom/Laboratories." Hospitality Education and Research Journal 9, no. 2 (May 1985): 46–52. http://dx.doi.org/10.1177/109634808500900205.

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Interest in the topic of computer assisted instruction (CAI) led the authors to study desirable features for a computer assisted classroom/laboratory. An informal survey was designed using instructors and computer experts as sources of information. Areas of concern included general educational concerns, the layout for student terminals, furniture features, and room layout. It was found that no two facilities were alike. CAI labs were commonly restructed by financial and physical limitations. However, the survey results showed considerable agreement as to desired features in a classroom/laboratory. The primary feature commonly valued was a design under which teacher and student terminals could be interactive. The other desirable features supported this philosophical objective.

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Dai, Dan Dan. "Artificial Intelligence Technology Assisted Music Teaching Design." Scientific Programming 2021 (December 21, 2021): 1–10. http://dx.doi.org/10.1155/2021/9141339.

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With the continuous improvement of the global economic level and scientific level, information technology has penetrated into all fields of people’s life. Today, the strategy of vigorously promoting educational modernization has created conditions for intelligent music teaching and promoted the in-depth application of artificial intelligence technology in education. Intelligent instructional design supported by artificial intelligence technology is the deep integration of information technology and music teaching. Through the intelligent perception technology, learning analysis technology, and emotional computing technology of artificial intelligence, an intelligent music teaching model is established. The online learning and education platform based on big data intelligence provides teachers with rich teaching methods, provides personalized evaluation and adaptive learning services for students’ learning, and helps improve the efficiency of music teaching. The traditional teaching design model cannot effectively guide the intelligent music teaching and cannot meet the needs of students’ development. Therefore, on the basis of previous studies, the author studies the intelligent teaching design supported by artificial intelligence technology. This study uses new generation information technologies such as big data, Internet of things, mobile Internet, and artificial intelligence to build a complete set of scientific intelligent music teaching design model. Wisdom teaching provides a reference for the whole process before, during, and after class, helps guide teachers to better carry out wisdom teaching, helps students explore cooperative and autonomous learning, and promotes the wisdom transformation of teaching methods and learning methods to a certain extent. Music classroom teaching has become more targeted and effective. Therefore, it is of great significance to cultivate intelligent music talents.

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Weng, Xiaojing, and Thomas K. F. Chiu. "Instructional design and learning outcomes of intelligent computer assisted language learning: Systematic review in the field." Computers and Education: Artificial Intelligence 4 (2023): 100117. http://dx.doi.org/10.1016/j.caeai.2022.100117.

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Ye, Yanping. "Rule-Based AI System Application on College English Teaching Path Based on Computer-Aided Technology." Security and Communication Networks 2022 (March 23, 2022): 1–8. http://dx.doi.org/10.1155/2022/9913450.

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With the development of the Internet, “Internet Plus” has been widely used in various fields, and the Internet has become a great opportunity to transform CET. People’s demand for education, especially higher education, has also increased rapidly. With the attention and investment of the state in recent years, higher education has developed rapidly, accounting for half of China’s higher education. However, the increase in the number of students has brought great pressure to CET. How to improve the teaching efficiency of large classes is an urgent problem to be solved. The development of sci and tech, especially computer, has brought us new hope. Computer-assisted instruction has been introduced into CET. However, there are some unreasonable points in the design of computer-aided marking system in China, which is not suitable for CET. It is very important to research and design a computer-aided marking system that can expand CET methods and maximize the integration of English instructional resources. This paper introduces the principle, characteristics, and application fields of AI; analyzes the problems faced by CET; and puts forward a CET path based on computer-aided technology.

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Purnomo, Fredy, Silviana Simidjaja, Dwi Pangestuti, and Anggondo Paulus Stifanus. "Aplikasi Perangkat Ajar “Petualangan Fisika” Berbasis Multimedia untuk SMP Kelas 8." ComTech: Computer, Mathematics and Engineering Applications 2, no. 1 (June 1, 2011): 123. http://dx.doi.org/10.21512/comtech.v2i1.2724.

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Multimedia can be used as a supportive element in education. The most significant implementation of multimedia is shown in computer assisted instruction (CAI). It is a self-instructional program which provides an accessible, interactive, and flexible way of presenting curriculum material. Therefore, this research objective is to design and develop a CAI for physics as a supportive learning method at school. Interactive Multimedia System Design & Development Cycle is used as the research method. It explains about a development and design cycle, especially for interactive multimedia system. Any information and data for analyzing user's need are obtained through questionnaire and interview. From the research, it is shown that most of the students face difficulties in learning physics as they imagine the logic or process that happens. Being implemented, most students as well as teachers are interested in this application that makes it easier for them to understand the physics process.

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Billingsley, Glenna M., Cathy N. Thomas, and Jo A. Webber. "Effects of Student Choice of Instructional Method on the Learning Outcomes of Students With Comorbid Learning and Emotional/Behavioral Disabilities." Learning Disability Quarterly 41, no. 4 (April 18, 2018): 213–26. http://dx.doi.org/10.1177/0731948718768512.

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The purpose of this exploratory study was to determine whether learning preferences of secondary students identified with concomitant learning disabilities (LD) and emotional disturbance (ED) align with the instructional method with which they best learned mathematics. Responses to a preference survey given before and after instruction were compared with learning outcomes in a single-subject, alternating treatments research design investigating the effects of direct teach, computer-assisted instruction (CAI), and a combination of both methods. Results showed that most students were able to predict, by choice or stated preference, conditions under which they will learn best and, in hindsight, indicate the condition that provided the best learning outcome. This small study contributes to the literature on secondary mathematics learning for students with LD, and makes unique contributions regarding (a) the learning of students with comorbid LD and ED and (b) implementation of instruction that combines direct teach with CAI.

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Price, Robert V. "An Historical Perspective on the Design of Computer-Assisted Instruction:." Computers in the Schools 6, no. 1-2 (December 14, 1989): 145–58. http://dx.doi.org/10.1300/j025v06n01_12.

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Alcalde, C., J. I. Navarro, E. Marchena, and G. Ruiz. "Acquisition of Basic Concepts by Children with Intellectual Disabilities Using a Computer-Assisted Learning Approach." Psychological Reports 82, no. 3 (June 1998): 1051–56. http://dx.doi.org/10.2466/pr0.1998.82.3.1051.

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Computer-assisted learning can be an efficient learning-teaching procedure. Although there is an extensive educational software tradition for this approach, few have better performance than standard drill-and-practice methods. In this work, the specific software “Let's Play With …” was designed to teach concepts of colours, shapes, and body position to children with intellectual disabilities. The software structure follows the Gagné instructional design and applied behaviour analysis. The program was carried out with 39 boys and 21 girls who were special education students in the Cadiz School District. Statistically significant differences were found between groups taught with and without the software.

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Kusairi, Sentot. "ANALISIS ASESMEN FORMATIF FISIKA SMA BERBANTUAN KOMPUTER." Jurnal Penelitian dan Evaluasi Pendidikan 16 (January 14, 2013): 68–87. http://dx.doi.org/10.21831/pep.v16i0.1106.

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Penelitian ini bertujuan untuk: (1) mengembangkan model analisis asesmen formatif Fisika (AAFF) berbantuan komputer, (2) menemukan kharakteristik model analisis asesmen formatif Fisika berbantuan komputer, (3) menentukan kelayakan model analisis asesmen formatif Fisika berbantuan komputer. Penelitian yang dilakukan merupakan penelitian pengembangan (research and development), dengan desain pembelajaran (instructional design) oleh Dick dan Carey. Penelitian melibatkan beberapa Sekolah Menengah Atas di Kota Malang mulai Maret 2010 sampai dengan September 2010. Hasil pengembangan merupakan model AAF berbantuan computer, dengan karakteristik (1) Model dapat menggali kelemahan dan kesulitan belajar siswa, (2) Model analisis dapat memberikan umpan balik pada siswa tentang hasil tes, (3) Model AAFF dapat menghasilkan pengelompokan siswa berdasarkan kesulitan belajar atau siswa yang menderita miskonsepsi atau kesulitan tertentu, (4) model dapat menentukan siswa yang menjawab tidak konsisten.Kata kunci: analisis asesmen formatif fisika (AAFF) ______________________________________________________________ A COMPUTER-ASSISTED ANALYSIS OF PHYSICS FORMATIVE ASSESSMENT FOR SENIOR HIGH SCHOOLS Abstract The objectives of this study are: (1) to develop a model for a computer-assisted analysis of physics formative assessment, (2) to find out the characteristics of the final product of the model, (3) to assess the feasibility of the final product of the model. This was a research and development study employing the instructional design by Dick and Carey. It involved several senior high schools in Malang City, conducted from March 2010 to September 2010. The result of the development is a model for a computer-assisted AAF with characteristics as follows. (1) The model can identify students’ learning weaknesses and difficulties. (2) The model of the analysis can give students feedback about test results. (3) The AAFF model can result in students’ grouping based on learning difficulties or students with misconceptions or learning difficulties. (4) The model can detect students answering inconsistently.Keywords: analysis of physics formative assessment

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King, Alison. "Verbal Interaction and Problem-Solving within Computer-Assisted Cooperative Learning Groups." Journal of Educational Computing Research 5, no. 1 (February 1989): 1–15. http://dx.doi.org/10.2190/ynv2-qrb2-hucn-dgjk.

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Verbal interaction and problem-solving behavior of small cooperative peer groups were observed while these groups worked on a computer-assisted (non-programming) problem-solving task. The purpose of the study was to identify problem-solving behaviors which relate to success within this context. Thirty-six fourth grade students were assigned to groups of three to form six groups of high and six of average academic ability. All groups used a nonprogramming version of Logo turtle graphics to reproduce a given line design on the computer screen. Results indicate that there was no relationship between success and ability, and that successful groups asked more task-related questions, spent more time on strategy, and reached higher levels of strategy elaboration than did unsuccessful groups. High ability groups made a greater number of long task statements than did average groups, bindings are discussed within the theoretical frameworks of social cognition and modeling. Instructional implications, including those for the development of computer-assisted learning materials for peer group problem solving, are also discussed.

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