Статті в журналах: "Higher Victoria Computer-assisted instruction"

1

Sinclair, Kelsey J., Carl E. Renshaw, and Holly A. Taylor. "Improving computer-assisted instruction in teaching higher-order skills." Computers & Education 42, no. 2 (February 2004): 169–80. http://dx.doi.org/10.1016/s0360-1315(03)00070-8.

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Weller, L. David, Shawn Carpenter, and C. Thomas Holmes. "Achievement Gains of Low-Achieving Students Using Computer-Assisted vs Regular Instruction." Psychological Reports 83, no. 3 (December 1998): 834. http://dx.doi.org/10.2466/pr0.1998.83.3.834.

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One school used computer-assisted instruction for 63 low-achieving students in Grade 5. Another school used traditional instruction for 48 low-achieving students in Grade 5. Higher posttest scores for the former were attributed to daily computer-assisted instruction.

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3

Lancaster, D. J., D. K. McClish, and W. R. Smith. "Computer-Assisted Instruction in Probabilistic Reasoning During the Inpatient Medicine Clerkship." Methods of Information in Medicine 32, no. 04 (1993): 309–13. http://dx.doi.org/10.1055/s-0038-1634935.

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AbstractThe acceptability and utility of computer-assisted instruction in probabilistic reasoning was assessed for medicine clerkship students. After a pretest, the experimental (n = 40), but not the control students (n = 39), completed a program that we designed. The program contained the test and its answers. After program exposure, experimental students rated their knowledge of the program’s content significantly higher (p = 10−4) than control students. On the identical posttest, experimental students also scored significantly higher than control students (p = 10−4) and improved their scores significantly more (p = 10−3). They rated ease-of-use items significantly higher than content-relevance items (p = 1CT−4). We conclude that computer-assisted instruction in probabilistic reasoning is acceptable to clerkship students, and that it may improve their knowledge and skills in this area. However, students may rate the vehicle of this instruction more highly than its content.

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Christmann, Edwin, John Badgett, and Robert Lucking. "Microcomputer-Based Computer-Assisted Instruction within Differing Subject Areas: A Statistical Deduction." Journal of Educational Computing Research 16, no. 3 (April 1997): 281–96. http://dx.doi.org/10.2190/5lka-e040-gadh-dnpd.

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This meta-analysis compared the academic achievement of students in grades six through twelve who received either traditional instruction or traditional instruction supplemented with computer-assisted instruction (CAI) across eight curricular areas. From the forty-two conclusions, an overall mean effect size of 0.209 was calculated, indicating that, on average, students receiving traditional instruction supplemented with CAI attained higher academic achievement than did 58.2 percent of those receiving only traditional instruction. The comparative effectiveness of CAI may be seen in the following descending order mean effect sizes: science, 0.639; reading, 0.262; music, 0.230; special education, 0.214; social studies, 0.205; math, 0.179; vocational education, −0.080; and English, −0.420.

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Widya Lestari, Aprillia, and Fenny Thresia. "THE EFFECT OF COMPUTER ASSISTANT INSTRUCTION ( CAI ) ON ADVANCED READING." Intensive Journal 4, no. 1 (April 30, 2021): 27. http://dx.doi.org/10.31602/intensive.v4i1.4750.

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The study was conducted to find out the significant influence of Computer Assisted Instruction (CAI) on advanced reading at fourth semester of English Department Muhammadiyah University of Metro. Computer Assisted Instruction (CAI) is a technique to give instruction by using computer to the students and instructional approach where a computer is used to evaluate the learning outcomes. This research is an experimental research and the subject of the research are 40 students at fourth semester of English department. There are two 20 students for control group and 20 students for experimental group. The result of average score of pre-test at experimental group and control group are 1.36 and 1.39. It shows that the control group is higher than the experimental group. However, the result of the post test of the experimental group is higher the control group, they are 1.71 for the experimental group and 1.41 for the control group. It can be conclude that, there is significant influence in students’ reading comprehension after being taught by using Computer Assisted Instruction (CAI )

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Inoue, Yukiko. "The University Student's Preference for Learning by Computer-Assisted Instruction." Journal of Educational Technology Systems 28, no. 3 (March 2000): 277–85. http://dx.doi.org/10.2190/a0x5-dldm-urvt-vpht.

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This study focused on the specific questions: Do significant differences exist in the preference for CAI between male and female students? Do significant differences exist in the preference for CAI between undergraduate and graduate students (academic status)? And does an interaction exist between gender and academic status? Seventy-six students ( N = 76) were randomly selected to answer the questionnaire. Analyses of variance (at the .05 level) showed graduate students favor CAI more than do undergraduate students, probably because they have jobs and need to study using CAI at a more convenient time and place. This result confirms the assumption that graduate students have more computer experiences. Since computer literacy increases as time passes, the chance of “give CAI a try” becomes higher. In technologically sophisticated societies of today, the option of mixing CAI and traditional lectures must be the key to the success of any institution of higher education.

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

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This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds.

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

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

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Forsyth, Donelson R., and C. Ray Archer. "Technologically Assisted Instruction and Student Mastery, Motivation, and Matriculation." Teaching of Psychology 24, no. 3 (July 1997): 207–12. http://dx.doi.org/10.1207/s15328023top2403_17.

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Computer-based teaching methods can improve the transfer of information, increase instructional focus on conceptual and methodological skills, enhance motivation, and stimulate the development of expressive skills. After reviewing a number of studies of computer-based applications, we report a correlational study of psychology students' attitudes and achievement in a technologically enhanced classroom. The results indicated that (a) students rated the computer-based instructional components positively, (b) those with weak academic backgrounds who consistently used the technology achieved higher test scores than weak students who did not use the technology, and (c) students who dropped out of college the following semester tended to be low users of technology. We also discuss the implications of computer technology for teaching.

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Cook, E. K. "The Use of Macintosh Authoring Languages in Effective Computer-Assisted Instruction." Journal of Educational Technology Systems 18, no. 2 (December 1989): 109–22. http://dx.doi.org/10.2190/pw58-2qw5-r0wq-a5qr.

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Computer-assisted instruction has many widely-recognized benefits, such as reduced learning time, higher final exam scores, improved attitude, and better individualization. Detriments have been an inadequate theoretical focus, poorly conceived and reported studies, high cost, and machine-dependent, inflexible authoring languages. The microcomputer has mitigated some of these problems, and recent Macintosh authoring languages have been flexible and powerful enough to prompt much recent courseware development. A survey of the major authoring languages is presented, with an overview of projects currently in work.

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Ayhan, Aynur Bütün, and Neriman Aral. "Computer-Assisted Instruction in Concept Development of Six-Year-Old Children." Psychological Reports 104, no. 3 (June 2009): 853–60. http://dx.doi.org/10.2466/pr0.104.3.853-860.

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Effects of a 15-wk. computer-assisted course or regular instruction on concept development by 6-yr.-old kindergarten children in Ankara ( M age of sample = 66.0 mo., SD = 4.6; M age of girls = 65.0 mo., SD = 4.4; M age of boys = 66.0 mo., SD = 4.5). Children were assigned to two groups of 40 (Experimental group: 18 girls and 22 boys; M girls' age = 65.3 mo., SD = 3.7, M boys' age = 67.1 mo., SD = 4.1; Control group: 21 girls, 19 boys, M girls' age = 64.9 mo., SD = 5.01, M boys' age = 66.7 mo., SD = 5.1). All were given the Bracken Basic Concept Scale–Revised and a general information form. Mean posttest scores in concept development for the group given computer-assisted training were statistically significantly higher.

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Dap-og, Evangeline Rafael, and Maris Jade Q. Orongan. "COMPUTER-ASSISTED INSTRUCTION ON STUDENTS’ ACADEMIC ACHIEVEMENT AND ENGAGEMENT IN SCIENCE." International Journal of Teaching and Learning, no. 01 (January 11, 2022): 46–57. http://dx.doi.org/10.17501/26827034.2021.1104.

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This study determined the students’ academic achievement and engagement in science. A quasi-experimental research design was utilized. The study results showed that students exposed to CAI obtained “fairly satisfactory” results in the post-test, while those exposed to non-CAI showed “needs improvements” both in the pretest and post-test. Moreover, for students’ engagement in science, the CAI group had a high engagement level for affective, cognitive, and behavioral domains. In contrast, the non-CAI group had moderate engagement before and after the intervention. The students’ academic performance in science exposed to CAI is significantly higher than those exposed to non-CAI. Also, there is a significant difference in students’ engagement level for a cognitive domain in favor of CAI. It is concluded that CAI as a science learning tool enhances the students’ cognitive engagement.

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Olaoluwako, Alaba, Peter Ayo Ajelabi, Lawunmi M. Oyewusi, and Juliet Inegbedion. "Computer-Assisted Programmed Instruction Revisited: A Study on Teaching Typewriting in Nigerian Higher Institution." Asian Journal of Information Technology 10, no. 2 (February 1, 2011): 60–64. http://dx.doi.org/10.3923/ajit.2011.60.64.

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14

Worthington, Everett L., Josephine A. Welsh, C. Ray Archer, Erica J. Mindes, and Donelson R. Forsyth. "Computer-Assisted Instruction as a Supplement to Lectures in an Introductory Psychology Class." Teaching of Psychology 23, no. 3 (October 1996): 175–81. http://dx.doi.org/10.1177/009862839602300311.

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Educational benefits of computer-assisted instruction (CAI) were investigated. A quasi-experimental design contrasted learning outcomes of students in an introductory psychology class that incorporated CAI exercises to students in a lecture-only introductory psychology class. A number of potential mediating variables, such as instructor, size of class, textbook, and year in school, were controlled. Analysis of students’ final examination scores indicated that students in the lecture-plus-CAI section obtained higher scores than students in the lecture-only section, and these higher scores were due to their better performance on concepts that were taught in both lecture and CAI exercises. These findings offer modest support for the use of CAI as a supplement to lecture in teaching psychology, particularly for domain-specific learning.

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Macedo, Maria Erilucia Cruz. "Computer-assisted academic methods: determining the methods of teaching to higher education students." International Journal of Advanced Engineering, Management and Science 8, no. 5 (2022): 17–28. http://dx.doi.org/10.22161/ijaems.85.4.

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This work aims to investigate different teaching methodologies for university students, although legislation mandates that students with autism receive instruction linked to the general education core content, there is limited research supporting the effectiveness of interventions for teaching core content to these students. The current study was conducted at private universities. A quantitative way for analyzing this paper. In order to analyze this study, a questionnaire was carried out. 180 questionnaires were distributed, 171 were received, however of the 162 questionnaires were properly filled. According to multiple regression analyzes, computer-assisted academic method had the highest value. A computer-assisted academic lecture is one of the ways that can achieve educational objectives.

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Zhang, Lin. "An Assisted Teaching Method of College English Translation Using Generative Adversarial Network." Mobile Information Systems 2022 (June 30, 2022): 1–9. http://dx.doi.org/10.1155/2022/5408309.

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College English translation instruction is an important part of developing students’ English application skills. The generation network in GAN (generative adversarial network) is combined with reinforcement learning technology in this paper to create a basic text generation model that solves the problem that the original GAN model cannot handle discrete data. The correctness of students’ English translation ability is analyzed using a neural network model trained by PSO (particle swarm optimization), which can help teachers estimate students’ translation ability and provide a reference for the next teaching. The results show that the proposed model’s accuracy rate is clearly higher than the comparison model’s, with a maximum accuracy rate of over 85%. The findings indicate that this research model has the potential to improve the quality of English translation instruction.

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K. Ronoh, Peter, Fred N. Keraro, and Samuel W. Wachanga. "Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction." International Education Studies and Sustainability 1, no. 1 (February 27, 2021): p58. http://dx.doi.org/10.22158/iess.v1n1p58.

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This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.

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Ronoh, Peter K., Fred N. Keraro, and Samuel W. Wachanga. "Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction." International Education Studies and Sustainability 1, no. 1 (February 27, 2021): p59. http://dx.doi.org/10.22158/iess.v1n1p59.

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This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.

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Schloss, Patrick J., Paul T. Sindelar, G. Phillip Cartwright, and Cynthia N. Schloss. "The Influence of Error Correction Procedures and Question Type on Student Achievement in Computer Assisted Instruction." Journal of Educational Technology Systems 16, no. 1 (September 1987): 17–27. http://dx.doi.org/10.2190/vb2c-lwcx-gpap-fptn.

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Recent research investigating the effectiveness of computer assisted instructional modules with varying ratios of higher cognitive and factual questions has shown that the ratio of higher cognitive to factual questions in and of itself may not influence student achievement. Whether higher cognitive and factual questions interact with error correction procedures to enhance achievement remains unanswered. In the present investigation, 2 (question type, Le., higher cognitive vs. factual) X 2 (error response, i.e., re-presentation of instruction vs. instructions to try again) X 4 (test, i.e., higher cognitive items included in module, novel higher cognitive items, factual questions included in module, and novel factual items) split plot factorial (two within and one between factor) analyses of variance were used to determine whether question type and/or error response differentially affected subsequent responses to factual and higher cognitive questions. The results indicated that simply allowing a student to try again was superior to re-presenting content for the factual question modules. This finding is discussed with reference to the cognitive demands of the tasks, both anticipated and observed.

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Marston, Douglas, Stanley L. Deno, Dongil Kim, Kirk Diment, and David Rogers. "Comparison of Reading Intervention Approaches for Students with Mild Disabilities." Exceptional Children 62, no. 1 (September 1995): 20–37. http://dx.doi.org/10.1177/001440299506200103.

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This study reports afield test of six research-based teaching strategies with 37 special education resource teachers and 176 students with mild disabilities. The approaches included peer tutoring, reciprocal teaching, effective teaching principles, computer-aided instruction, and two direct instruction models, all used in reading instruction. Comparisons with a control group and between approaches produced inconsistent results. Students in all groups, including the controls, showed higher levels of engagement during all approaches than other researchers have reported for either mainstream or resource room students. Student achievement was highest in the computer-assisted group, in the reciprocal teaching group, and in one of the direct instruction groups.

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

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

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Steffen, Jeff, and Gary Hansen. "Effect of Computer-Assisted Instruction on Development of Cognitive and Psychomotor Learning in Bowling." Journal of Teaching in Physical Education 6, no. 2 (January 1987): 183–91. http://dx.doi.org/10.1123/jtpe.6.2.183.

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The purposes of this study were to compare psychomotor and cognitive bowling skills following traditional and computer-assisted methods with 90 students enrolled in college bowling classes. Bowling scores were significantly higher for the CAI group; however, no differences were found between the groups in cognitive test scores. The CAI groups tended to have a more favorable perception of their instructional process than did the traditional instructional group.

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Banik, Sarmistha, and N. B. Biswas. "Effects of Computer Assisted Instruction (CAI) on the Teaching of Current Electricity at Higher Secondary Level." International Journal of Advanced Scientific Research & Development (IJASRD) 4, no. 9 (September 18, 2017): 13. http://dx.doi.org/10.26836/ijasrd/2017/v4/i9/4902.

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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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Gardner Archambault, Susan. "Library Instruction for Freshman English: A Multi-Year Assessment of Student Learning." Evidence Based Library and Information Practice 6, no. 4 (December 15, 2011): 88. http://dx.doi.org/10.18438/b8q04s.

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Objective – The objective of this study was twofold: 1) to assess the effectiveness of curriculum changes made from the 2009 freshman English library instruction curriculum to the 2010 curriculum at Loyola Marymount University (LMU); and 2) to evaluate the effectiveness of library instruction delivered via a “blended” combination of face-to-face and online instruction versus online instruction alone. Methods – An experimental design compared random samples of student scores from 2009 and 2010 worksheets to determine the effects of a new curriculum on student learning. A second experiment examined the effect of delivery method on student learning by comparing scores from a group of students receiving only online instruction against a group receiving blended instruction. Results – The first component of the study, which compared scores between 2009 and 2010 to examine the effects of the curriculum revisions, had mixed results. Students scored a significantly higher mean in 2010 on completing and correctly listing book citation components than in 2009, but a significantly lower mean on constructing a research question. There was a significant difference in the distribution of scores for understanding differences between information found on the Internet versus through the Library that was better in 2010 than 2009, but worse for narrowing a broad research topic. For the study that examined computer aided instruction, the group of students receiving only computer-assisted instruction did significantly better overall than the group receiving blended instruction. When separate tests were run for each skill, two particular skills, generating keywords and completing book citation and location elements, resulted in a significantly higher mean. Conclusions – The comparison of scores between 2009 and 2010 were mixed, but the evaluation process helped us identify continued problems in the teaching materials to address in the next cycle of revisions. The second part of the study supports the idea that computer-assisted instruction is equally or more effective than blended instruction.

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Jerome, Annamaria, and Patricia M. Barbetta. "The Effect of Active Student Responding during Computer-Assisted Instruction on Social Studies Learning by Students with Learning Disabilities." Journal of Special Education Technology 20, no. 3 (June 2005): 13–23. http://dx.doi.org/10.1177/016264340502000302.

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An alternating treatments design with a best treatments phase was used to compare two active student response (ASR) conditions and one on-task (OT) condition on the acquisition and maintenance of social studies facts during computer-assisted instruction. Each week for six weeks, five students were provided daily computer-assisted instruction on 21 unknown facts divided randomly into Clicking-ASR (active responses with computer mouse), Repeating-ASR (active oral responses) or Listening-OT (on task or passive responses). For all five students, Repeating-ASR resulted in more facts correct on same-day, next-day, and one-and two-week maintenance tests. During weeks 7 and 8 with implementation of the best treatment condition, Repeating-ASR produced higher scores than all conditions (including Repeating-ASR) during the first 6 weeks.

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Chevalère, Johann, Loreleï Cazenave, Mickaël Berthon, Ruben Martinez, Vincent Mazenod, Marie-Claude Borion, Delphine Pailler, et al. "Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity." PLOS ONE 16, no. 11 (November 9, 2021): e0259664. http://dx.doi.org/10.1371/journal.pone.0259664.

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The Covid-19 pandemic has led millions of students worldwide to intensify their use of digital education. This massive change is not reflected by the scant scientific research on the effectiveness of methods relying on digital learning compared to other innovative and more popular methods involving face-to-face interactions. Here, we tested the effectiveness of computer-assisted instruction (CAI) in Science and Technology compared to inquiry-based learning (IBL), another modern method which, however, requires students to interact with each other in the classroom. Our research also considered socio-cognitive factors–working memory (WM), socioeconomic status (SES), and academic self-concept (ASC)–known to predict academic performance but usually ignored in research on IBL and CAI. Five hundred and nine middle-school students, a fairly high sample size compared with relevant studies, received either IBL or CAI for a period varying from four to ten weeks prior to the Covid-19 events. After controlling for students’ prior knowledge and socio-cognitive factors, multilevel modelling showed that CAI was more effective than IBL. Although CAI-related benefits were stable across students’ SES and ASC, they were particularly pronounced for those with higher WM capacity. While indicating the need to adapt CAI for students with poorer WM, these findings further justify the use of CAI both in normal times (without excluding other methods) and during pandemic episodes.

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Royer, James M., Barbara A. Greene, and Stephen J. Anzalone. "Can U.S. Developed CAI Work Effectively in a Developing Country?" Journal of Educational Computing Research 10, no. 1 (January 1994): 41–61. http://dx.doi.org/10.2190/pmhq-pycd-2jb7-plb8.

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The study examined the impact of computer-assisted instruction (CAI) developed in the United States on the reading and math performance of students enrolled in the Grenada school system. Over a three year period students in standards one through five substituted CAI instruction in reading and math for part of their conventional instruction. These students were compared to students from three control schools thought to be comparable to the CAI school, and to a school in an urban area that had the reputation of being one of the better schools in the country. The results of reading tests indicated that an initial negative impact of CAI during the first two years of the study turned into a positive impact during the third year. The impact of CAI instruction in mathematics was uniformly positive over the three years of the project. The study also produced evidence that lower ability students may have benefited more from CAI instruction than higher ability students.

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Maspiroh, Iyoh, and Bambang Subali. "Development of Problems-Based Computer Assisted Instruction on Waste Material and Its Effect on Students Problem Solving Ability." Journal of Science Education Research 3, no. 1 (October 22, 2019): 11–19. http://dx.doi.org/10.21831/jser.v3i1.27297.

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This study aimed to develop problems-based computer-assisted instruction in biology learning on waste material and its effectiveness on the ability of learners to solve the problem. This research was adapted from the model of development that includes ADDIE analyze, design, develop, implement, and evaluate. Test subjects in this study were the students of grade X at SMA Negeri 1 Magelang. Data were collected through questionnaires, observations, and test of problem-solving skills. The results showed that computer-assisted instruction effectively used to practice problem-solving. This was seen in the mode and the mean on experimental class higher than the control class. It was also seen at Anacova test followed by t-test at the 0.05 significance level result that media used in the experimental class were able to show better achievement than traditional learning in control class.

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Collins, Maria, Douglas Carnine, and Russell Gersten. "Elaborated Corrective Feedback and the Acquisition of Reasoning Skills: A Study of Computer-Assisted Instruction." Exceptional Children 54, no. 3 (November 1987): 254–62. http://dx.doi.org/10.1177/001440298705400308.

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The study compared basic and elaborated corrections within the context of otherwise identical computer-assisted instruction (CAI) programs that taught reasoning skills. Twelve learning disabled and 16 remedial high school students were randomly assigned to either the basic-corrections or elaborated-corrections treatment. Criterion-referenced test scores were significantly higher for the elaborated-corrections treatment on both the post and maintenance tests and on the transfer test. Time to complete the program did not differ significantly for the two groups.

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McKane, P. Frank, and Barbara A. Greene. "The Use of Theory-Based Computer-Assisted Instruction in Correctional Centers to Enhance the Reading Skills of Reading-Disadvantaged Adults." Journal of Educational Computing Research 15, no. 4 (December 1996): 331–44. http://dx.doi.org/10.2190/g806-pqtl-lrqe-kxxq.

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The purpose of this study was to examine the effectiveness of theory-based CAI for reading with incarcerated adults reading below the ninth grade level. The participants were offenders drawn from participating correctional centers in Oklahoma who were randomly assigned to a CAI or a non-CAI instructional group. Reading assessment instruments were administered on a pre-test/post-test basis. Results showed a significant reading achievement gain for computer-assisted reading instruction when compared to traditional instruction for entry levels of 0–3.0 Grade Equivalency Level (GEL). Higher entry levels showed approximately the same gain for both groups. These findings are consistent with a cognitive components model of reading.

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Hou, Haibing, and Shenghui Zhou. "Integration and Optimization of Multimedia Network-Assisted English Teaching Resources Based on Association Rule Algorithm." Mobile Information Systems 2022 (August 30, 2022): 1–9. http://dx.doi.org/10.1155/2022/3565891.

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This paper proposes a paradigm of integration and optimization of English teaching resources based on the association rule algorithm and improves the Apriori algorithm by introducing interest measure and manual labeling through semisupervised learning of the neural network to improve the quality of English instruction assisted by the multimedia network. The efficiency of the method is higher than the original Apriori algorithm and the Apriori algorithm based on hash technology, according to experimental results. The new integration and optimization of the algorithm-based teaching model of English teaching resources also guide multimedia and network-assisted English teaching activities.

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Semerikov, Serhiy, Nataliia Kiianovska, and Natalya Rashevska. "The early history of computer-assisted mathematics instruction for engineering students in the United States: 1965-1989." Educational Technology Quarterly 2021, no. 3 (August 17, 2021): 2. http://dx.doi.org/10.55056/etq.18.

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The article discusses ICT development issues in teaching mathematics to engineering students in the United States. The nature of trends in the convergence of information systems in higher technical education and other tendencies in the United States are described in the article. The primary historical stages of computer-assisted mathematics training for engineering students in the United States are defined. The study of historical sources has allowed six stages to be recognized. The use of ICT for teaching mathematics is examined at each stage. It demonstrates the inconsistencies and key elements of using ICT to teach mathematics to engineering students. This article covers the first three stages (1965-1989) of computer-assisted mathematics training for engineering students in the United States.

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Veldhuijzen, Govert, Michael Klemt-Kropp, Casper Noomen, Aura Van Esch, Eric Tjwa, and Joost Drenth. "Computer-assisted instruction before colonoscopy is as effective as nurse counselling, a clinical pilot trial." Endoscopy International Open 05, no. 08 (August 2017): E792—E797. http://dx.doi.org/10.1055/s-0043-110813.

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Abstract Background and study aims Better patient education prior to colonoscopy improves adherence to instructions for bowel preparation and leads to cleaner colons. We reasoned that computer assisted instruction (CAI) using video and 3 D animations followed by nurse contact maximizes the effectiveness of nurse counselling, increases proportion of clean colons and improves patient experience. Patients and methods Adults referred for colonoscopy in a high-volume endoscopy unit in the Netherlands were included. Exclusion criteria were illiteracy in Dutch and audiovisual handicaps. Patients were prospectively divided into 2 groups, 1 group received nurse counselling and 1 group received CAI and a nurse contact before colonoscopy. The main outcome, cleanliness of the colon during examination, was measured with Ottawa Bowel Preparation Scale (OBPS) and Boston Bowel Preparation Scale (BBPS). We assessed patient comfort and anxiety at 3 different time points. Results We included 385 patients: 197 received traditional nurse counselling and 188 received CAI. Overall patient response rates were 99 %, 76.4 % and 69.9 % respectively. Endoscopists scored cleanliness in 60.8 %. Comparative analysis of the 39.2 % of patients with missing scores showed no significant difference on age, gender or educational level. Baseline characteristics were evenly distributed over the groups. Bowel cleanliness was satisfactory and did not differ amongst groups: nurse vs. CAI group scores in BBPS: (6.54 ± 1.69 vs. 6.42 ± 1.62); OBPS: (6.07 ± 2.53 vs. 5.80 ± 2.90). Patient comfort scores were significantly higher (4.29 ± 0.62 vs. 4.42 ± 0.68) in the CAI group shortly before colonoscopy. Anxiety and knowledge scores were similar. Conclusion CAI is a safe and practical tool to instruct patients before colonoscopy. We recommend the combination of CAI with a short nurse contact for daily practice.

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

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

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Liu, Mingcan. "Delphi Method Combined with Computer-Assisted Teaching of Information Fusion to Explore Intelligent Physical Education in Colleges and Universities." Mobile Information Systems 2021 (October 25, 2021): 1–11. http://dx.doi.org/10.1155/2021/6898119.

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The research aims to provide ideas for improving college students’ physical quality in China. Firstly, the theories of the Delphi method and Computer-Aided Instruction (CAI) are introduced, and the basic process of the Delphi method is deduced. Secondly, the intelligent college Physical Education (PE) is discussed under the Delphi method combined with CAI, and the CAI-added Delphi method-based PE teaching model is proposed. The model verification results show that the proposed model presents an excellent teaching effect by combining intuitive expression and flexible courseware with higher teaching efficiency. As a result, students who have difficulty mastering the essentials of sports actions have shown significant improvement after CAI PE. Meanwhile, the teaching method of CAI is more flexible compared with traditional methods, especially, on-blackboard projection. The proposed teaching model is more vivid and memorable thanks to the video presentations voiced over by teachers. CAI can significantly improve students’ interests in sports and their sports performance. Meanwhile, the CAI PE teaching system is more suitable for theoretical knowledge instruction by replacing the dull teacher-centered word interpretation with vivid and intuitive video presentations voiced over by teachers. Therefore, the proposed CAI-added Delphi method-based PE teaching model has certain feasibility and plays a significant role in promoting PE teaching quality in China.

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Yang, Shang Wu, and Wei Li Yao. "Discussions of How to Use Computer to Arouse Students' Study Interest of Higher Mathematics." Applied Mechanics and Materials 543-547 (March 2014): 4226–30. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.4226.

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We all know that the interest is the best teacher. And it is also well known that higher mathematics is difficult to study curriculum. It is important to arouse the interest of higher mathematics. Computer assisted instruction (CAI) has an importance on modern teaching methods and it is also an effective one. In this article we consider the interactive activities between the computer and teaching activities. On the one hand is the theoretical link between the teaching and the computer, i.e., we want to let students know the application of the theoretical knowledge. On the other hand is the computer's application on teaching, i.e., we want to use the CAI to arouse the students interest of learning of higher mathematics. After the discussion we draw the conclusion that the CAI has an effective aid on higher mathematics teaching. And we also consider some questions of CAI.

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Jinajai, Nattapong, and Saowalak Rattanavich. "The Effective of Computer-Assisted Instruction Based on Top-Level Structure Method in English Reading and Writing Abilities of Thai EFL Students." English Language Teaching 8, no. 11 (October 20, 2015): 231. http://dx.doi.org/10.5539/elt.v8n11p231.

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<p>This research aims to study the development of ninth grade students’ reading and writing abilities and interests in learning English taught through computer-assisted instruction (CAI) based on the top-level structure (TLS) method. An experimental group time series design was used, and the data was analyzed by multivariate analysis of variance (MANOVA) with repeated measures as well as basic statistical and line graphs. The results demonstrate that the experimental group attained significantly higher development in English reading and writing at the .001 level and registered significantly higher interests at the .01 level.</p>

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Luyben, Paul D., Kristin Hipworth, and Thomas Pappas. "Effects of CAI on the Academic Performance and Attitudes of College Students." Teaching of Psychology 30, no. 2 (April 2003): 154–58. http://dx.doi.org/10.1207/s15328023top3002_12.

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Although computer-assisted instruction (CAI) favorably affects academic performance and attitudes toward instruction, most CAI programs target mastery but not fluency. This study used a within-subjects, crossover design to compare the effects of CAI that included fluency training with traditional study (TS) conditions on test performance and attitudes toward CAI. The CAI condition consisted of 2 forms of CAI. The results showed that the mean test score in the CAI condition was about 7 percentage points higher than the mean score in the TS condition. Also, attitude scores favored the CAI condition. These data suggest that CAI procedures that use elements of both mastery learning and fluency training may help to improve academic performance and attitudes.

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Chang, Mei-Mei, and Mei-Chen Lin. "Experimental Study on Strategy-Oriented Web-Based English Instruction for EFL Students." Journal of Educational Computing Research 56, no. 8 (November 7, 2017): 1238–57. http://dx.doi.org/10.1177/0735633117739410.

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This quasi-experimental study investigated whether a strategy-oriented media-based reading program could improve English as a Foreign Language (EFL) students’ reading comprehension. Eighty-five students who were registered for English Reading at a university were recruited through convenience sampling to take part in the study. In this study, a web-based Strategy-oriented Multimedia-Assisted Reading Training (SMART) program was designed and implemented. On the basis of a literature review, four instructional strategies were selected and implemented in this program. The SMART program was used by students in the experimental group but not by students in the control group. Students in both groups were taught by the same instructor with the same instructional materials. The experiment lasted for 10 weeks, and the effects of the SMART program on students’ reading comprehension were investigated. A questionnaire on students’ attitudes toward the use of the strategies was given only to the experimental group. The results show that mean score of the reading test was significantly higher for the experimental group than for the control group. Students’ feedback about using the SMART program was positive and encouraging.

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Davie, Emily, Malissa Martin, Micki Cuppett, and Denise Lebsack. "Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition." Athletic Training Education Journal 10, no. 4 (October 1, 2015): 287–95. http://dx.doi.org/10.4085/1004287.

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Context Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile devices may offer an alternative teaching tool, allowing for student-initiated learning. Objective To compare outcomes of Quick Clips (QC) instruction with F2F instruction as measured by skill-examination scores. Design Quasi-experimental. Setting Five higher learning institutions with Commission on Accreditation of Athletic Training Education (CAATE) accredited athletic training education programs. Patients or Other Participants Seventy-four pre-athletic training students, average age 18.86 ± 1.0 years (49 women, 25 men), volunteered for this study. Participants were randomly assigned to 1 of 2 instructional groups (F2F or QC). Intervention(s) The principal investigator provided F2F instruction to 38 participants in 3 skills (knee valgus stress test, middle trapezius manual muscle test, and goniometric measurement of active ankle dorsiflexion). The remaining 36 participants watched 3 QC videos demonstrating the same skills. Main Outcome Measure(s) Three individual skill exam scores and the total score. Results A 1-way multivariate analysis of variance indicated a significant effect (P < .0001) of instructional method on exam scores. Follow-up univariate analysis of variance indicated knee valgus stress test exam scores were significantly higher after F2F instruction (P < .0001). Neither manual muscle test nor goniometric measurement exam scores were affected by instructional method. Conclusions The findings support the use of QC as an alternative to F2F instruction for 2 of the 3 skills. This finding is similar to studies reported in the nursing literature on computer-assisted learning, which found inconclusive evidence to support the superiority of one method over another. Mobile video instruction is an effective teaching strategy. It may be best utilized to supplement traditional F2F instruction.

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Lloyd, Steven A., and Chuck L. Robertson. "Screencast Tutorials Enhance Student Learning of Statistics." Teaching of Psychology 39, no. 1 (December 28, 2011): 67–71. http://dx.doi.org/10.1177/0098628311430640.

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Although the use of computer-assisted instruction has rapidly increased, there is little empirical research evaluating these technologies, specifically within the context of teaching statistics. The authors assessed the effect of screencast tutorials on learning outcomes, including statistical knowledge, application, and interpretation. Students from four sections of a psychology course in statistics were randomly assigned to a control text tutorial or an experimental video tutorial group and were tasked with completing a novel statistics problem. Previous math experience, math and computer anxiety, and course grades were also controlled. The results demonstrate that screencast tutorials are an effective and efficient tool for enhancing student learning, especially for higher order conceptual statistical knowledge compared to traditional instructional techniques.

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van der Geest, Th. "Effecten Van Computerondersteund Proces-Gericht Schrijfonderwijs." Schrijven in moedertaal en vreemde taal 40 (January 1, 1991): 157–68. http://dx.doi.org/10.1075/ttwia.40.15gee.

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In the period 1985-1990, software and written learning materials have been developed in the project Computer-assisted Writing Instruction, a research-and-development project of the University of Twente. The courseware was intended to serve as a prototype for writing instruction in which much attention is to be paid to text planning, before and during writing. In the experimental lessons students used a word processor and a planning support program as an aid for composing their texts. An educational innovation, such as the use of the computer as a tool or approaching writing instruction in a process-oriented way, displays its effects on all levels in the instructional situation. One intends to influence the writing achievements of students positively, but at the same time the daily routine in classes changes, both for teacher and for students. Various effects of the experimental materials and the lessons realized with it, were studied in nine third grade classes of MAVO and HAVO (lower and higher general secondary education) and VWO (pre-university secondary education). A selection of results with regard to the effects on the writing achievements of students and with regard to changes in their writing processes are being presented. From the study it appeared that students improved their writing achievements during the experimental course: they wrote better letters after the course than they did before. The writing processes of students who wrote a letter (supported by the computer program) also appeared to be changed. The required letter was planned at a higher text level after the course. However, for some of the participating students this change appeared to be immature.

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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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Che Mustaffa, Nursufyana Ulfa, and Siti Nazuar Sailin. "A Systematic Review of Mobile-Assisted Language Learning Research Trends and Practices in Malaysia." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 05 (March 8, 2022): 169–98. http://dx.doi.org/10.3991/ijim.v16i05.28129.

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Mobile technology integration in Malaysia’s English language education has a bright future, owing to the many advantages offered by mobile devices. However, there are inadequate studies that systematically review existing work in Malaysia to uncover gaps in the use of mobile technologies for English teaching and learning. Thus, a systematic review was conducted to offer an up-to-date synthesis of Mobile-Assisted Language Learning (MALL) integration in Malaysia from January 2019 to January 2021. The review followed the PRISMA Statement's guidelines which resulted in the identification of eleven articles that met all the inclusion criteria. Following that, the eleven articles were analysed and synthesised quantitatively and qualitatively using seven codes derived from two earlier systematic reviews of the literature. The codes were: (1) research objectives, (2) research methodologies, (3) educational level, (4) learning context, (5) device types, (6) theories, and (7) research outcomes. The systematic review discovered several significant findings, including the fact that the majority of the studies examined the effect of MALL integration on students' English acquisition and performance, and that MALL was more prevalent in Malaysian higher education institutions than other levels of education, with the lowest prevalence in primary schools. In light of this information, recommendations for future research were proposed. Malaysian academics are encouraged to broaden the scope of their future research and engage students from all levels of education in future MALL practices in order to better understand MALL's usability in English language instruction in Malaysia.

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SMITH, LINDA G., and MITCHELL SILVERMAN. "Functional Literacy Education for Jail Inmates: An Examination of the Hillsborough County Jail Education Program." Prison Journal 74, no. 4 (December 1994): 414–32. http://dx.doi.org/10.1177/0032855594074004003.

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Offenders incarcerated in jails in Hillsborough County, Florida, had the opportunity to participate in an education program using computer-assisted instruction for basic literacy education and GED preparation. Although literacy levels were low with a tested mean of sixth grade prior to entering the program, participants made statistically significant gains in knowledge during 6 weeks of instruction. Overall, participants gained 2.40 grades during this period. Significance tests based on gender, race, and age were conducted with males, Blacks, and juveniles showing significantly higher gains in knowledge within these groups. However, when a logistic regression model was created using low/high gains as the dependent variable, only age remained significant indicating an interaction effect with gender and race. Participants in the program showed high levels of satisfaction with the program, and 90% had plans to continue their education upon release from incarceration. Based on the research conducted thus far, the program is operating successfully.

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Irish, Cheryl. "Using Peg- and Keyword Mnemonics and Computer-Assisted Instruction to Enhance Basic Multiplication Performance in Elementary Students with Learning and Cognitive Disabilities." Journal of Special Education Technology 17, no. 4 (September 2002): 29–40. http://dx.doi.org/10.1177/016264340201700403.

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This paper describes the effectiveness of Memory Math, a multimedia software program developed to teach students with learning and cognitive disabilities to effectively use a peg- and keyword mnemonic strategy to learn basic multiplication facts. According to the math Standards (National Council of Teachers of Mathematics, 2000), accuracy with basic facts is a critical element in the development of new skills and achievement in higher levels of math. One avenue for improving accuracy on basic skills is computer-assisted instruction (CAI). CAI offers an alternative to the teacher-intensive coaching often required to facilitate self-directed performance on basic skills. This paper demonstrates that CAI provides an effective mechanism for teaching students a mnemonic memory strategy to increase their independent performance and accuracy on tasks of basic multiplication.

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Casteel, Clifton A. "Effects of Chunked Reading among Learning Disabled Students: An Experimental Comparison of Computer and Traditional Chunked Passages." Journal of Educational Technology Systems 17, no. 2 (December 1988): 115–21. http://dx.doi.org/10.2190/ebnp-6q4w-1bjw-g5hm.

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Previous studies have indicated that chunking/phrasing of sentences into smaller groups of meaningfully related words enhances retention and comprehension. This investigation was designed to assess the effects of two methods of presenting chunked reading. Thirty learning disabled tenth- and eleventh-grade students were assigned to three groups. One training group received chunked passages displayed on the screen using computer assisted instruction (CAI); the other was administered chunked passages in the traditional mode. The control group used CAI with non-chunked passages. A posttest revealed that the CAI chunked group showed higher gains. However, the CAI chunked group's mean score was not significant when compared to the traditional chunked group. Both chunked groups were superior to the CAI non-chunked group. Thus, it was concluded that separation of reading material into meaningfully related words does significantly enhance reading comprehension and the method of presentation is not significant.

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Zainuddin, Zamzami, Hardika Dwi Hermawan, Febritesna Nuraini, and Santo Mugi Prayitno. "Students’ Learning Experiences With LMS Tes Teach In Flipped-Class Instruction." Elinvo (Electronics, Informatics, and Vocational Education) 4, no. 1 (November 21, 2019): 1–11. http://dx.doi.org/10.21831/elinvo.v4i1.24405.

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The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES Teach’ on students’ learning experiences in a computer-assisted language learning (CALL) course with flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ meaningful learning activities. The observation of students’ learning activities on the LMS was also recorded to support the interview data. The LMS was adopted to distribute and receive information, thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES Teach is recommended to be performed in teaching CALL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in term of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replaced other non-educational favorite websites. Finally, this study recommends that the Ministry of Research, Technology and Higher education or policymakers in Indonesia, including instructors, students, and community members, must be actively involved in developing, supporting, and maintaining a transformed learning culture, from being traditional to a technology-based learning environment.

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Kuang, Tan Ming, Ralph W. Adler, and Rakesh Pandey. "Creating a Modified Monopoly Game for Promoting Students' Higher-Order Thinking Skills and Knowledge Retention." Issues in Accounting Education 36, no. 3 (May 21, 2021): 49–74. http://dx.doi.org/10.2308/issues-2020-097.

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ABSTRACT This study modifies a popular business simulation game, Monopoly, to assess its effectiveness as a learning and teaching tool for helping high school accounting students acquire and apply foundational accounting concepts. The study compares an accounting-focused, Modified Monopoly simulation game with two other instructional methods. Using a quasi-experimental approach that involves three learning groups with random assignment of treatments based on school/class, a sample of 144 accounting students was obtained. This study found students using Modified Monopoly showed significantly greater improvement between their pre- and post-test scores than students in Computer-assisted instruction (CAI), but significantly less improvement than a paper-based extended accounting problem (EAP). However, students using Modified Monopoly, similar to CAI students, did not suffer the same significant decay in knowledge as students in EAP. These results offer evidence for the significant and more enduring learning benefits that Modified Monopoly can produce in students' higher-order thinking skills. Data Availability: Data are available upon request.

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