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The goal of this practicum was to increase the retentive skills of sixth graders in the area of elementary music reading and writing. A secondary goal of the study was to introduce music education teachers to the use of computer-assisted instruction in elementary general music class. For 12 weeks, 88 sixth graders learned music using computer-assisted instructional programs. "Music Fundamentals," published by Silver Burdett, was chosen as the courseware. Students worked in pairs on the notes of the treble clef scale, rhythms, and the piano keyboard. Each class began and ended with a review of the material that was presented on computer screens, and records were kept of student notetaking. Students completed several assignments that demonstrated retention of the material taught via the computers. After 3 months of implementation, children demonstrated retention in areas of rhythm and melody by successfully completing the unit with limited review, and members of the education staff reported that the students' level of motivation had increased. It is noted that instructional effectiveness still requires that attention be paid to the level of development of the students using the software, and that traditional as well as nontraditional educational strategies be used, such as the Kodaly method of applied music education. The report concludes with a recommendation that the study be expanded to include other grade levels for greater amounts of time. (45 references) (Author/DB)

The PLATO Air Force Base Computer-Based Education (PLATO AFB CBE) project at Chanute adopted the mastery learning technique in their 34 lessons and set the mastery criterion at 80% correct on the end of lesson test. They used the performance result of each criterion-referenced test (CRT) in two different ways: (1) for assessing the individual performance, and (2) for evaluation, or more precisely within Chanute's context, lesson evaluation. Adoption of a criterion-referenced testing approach to evaluation raises two measurement issues that have relatively less importance in norm-reference testing. The issues are: (1) definition of mastery, and (2) a priori standards. These issues still remain unsolved, but are receiving increasing attention. One purpose of this paper is to examine the appropriateness of the use of CRTs as a means of controlling an individual student's advancement to the next level of instruction or retainment in the current unit of instruction in the PLATO AFB CBE Program at Chanute. A second purpose is to turn the focus from the aspect of individual assessment to that of program evaluation, which requires the establishment of a criterion rate for validation of a lesson, so that a lesson would be considered validated if the percentage of failure rate at the end of the lesson was less than the criterion.

This technical paper documents the investigation of the training opportunities that might be afforded through advances in flight simulation and computer based instruction (CBI) to enhance the Fighter Lead-In Training (LIT) program at Holloman Air Force Base, New Mexico. The paper provides an assessment of the LIT program, identifying those areas that could be most improved by CBI and simulation. Alternatives mixes of CBI and simulation systems are evaluated for their marginal benefit to the LIT program, and the alternatives are compared using a cost-benefit analysis. Keywords: Aircrew training, Computer-based instruction, Lead-in training, Simulation.

Journal of Computer-Based Instruction 1990: Volume 17 , Issue Index. Digitized from IA1513926-05 . Previous issue: sim_journal-of-computer-based-instruction_autumn-1989_16_4 . Next issue: sim_journal-of-computer-based-instruction_winter-1990_17_1 .

The development of the Air Force Human Resources Laboratory Microterminal/Microfiche System is an effort to combine microprocessor technology with microfiche medium to provide a low cost system for the delivery of technical training with a capability to function in the broader scope of computer-based instructional environments, including both computer-managed instruction and computer-assisted instruction. The system is composed of four major components and associated interfaces. The major components are (a) microterminal, (b) microfiche reader, (c) memory module, and (d) hardware interface between the microterminal and the microfiche reader. The microterminal is the result of a previous effort and was developed to support stand-alone, off-line testing. The microfiche reader is an off-the-shelf unit and is adapted to allow sensing of the position of the platen containing the microfiche so that frame locations can be verified by the microterminal software. The memory module is portable and removable from the microterminal which provides an interface to a larger computer-based instruction system. The microterminal can support various levels of testing and has already been successfully demonstrated in a technical training environment. The interface between microterminal and microfiche consists of linear position transducers on the microfiche unit and control circuitry in the microterminal to provide platen position sensing and additional circuitry to allow software control of the projection lamp. A demonstration of the microterminal/microfiche system has been successfully performed supporting testing functions in technical training.

This study profiles the present utilization and perceptions of computer based instruction (CBI) in the U.S. Army's enlisted training institutions. Specific attention is given to the methods of employment, software production, current hardware, the training time devoted to CBI, and the perception of the value of CBI. Minicomputers and microcomputers presently constitute the bulk of the Army's computer hardware, but simulators are growing rapidly in popularity. This influx in utilization is attributed to their ability to drastically reduce training costs. Another innovation is that of embedded training. Outfitting computerized weapons and support devices with embedded training programs increases the availability of instructional systems, without increasing inventory. Collectively, simulators and embedded training devices are mostly effectively employed in combat arms and combat support training. The complexities of simulators and embedded devices do demand greater expertise to program, which is one reason why civilians presently produce 33% of the Army's educational software. Additional keywords: training devices.

The PLATO Air Force Base Computer-Based Education (PLATO AFB CBE) project at Chanute adopted the mastery learning technique in their 34 lessons and set the mastery criterion at 80% correct on the end of lesson test. They used the performance result of each criterion-referenced test (CRT) in two different ways: (1) for assessing the individual performance, and (2) for evaluation, or more precisely within Chanute's context, lesson evaluation. Adoption of a criterion-referenced testing approach to evaluation raises two measurement issues that have relatively less importance in norm-reference testing. The issues are: (1) definition of mastery, and (2) a priori standards. These issues still remain unsolved, but are receiving increasing attention. One purpose of this paper is to examine the appropriateness of the use of CRTs as a means of controlling an individual student's advancement to the next level of instruction or retainment in the current unit of instruction in the PLATO AFB CBE Program at Chanute. A second purpose is to turn the focus from the aspect of individual assessment to that of program evaluation, which requires the establishment of a criterion rate for validation of a lesson, so that a lesson would be considered validated if the percentage of failure rate at the end of the lesson was less than the criterion.

The PLATO Air Force Base Computer-Based Education (PLATO AFB CBE) project at Chanute adopted the mastery learning technique in their 34 lessons and set the mastery criterion at 80% correct on the end of lesson test. They used the performance result of each criterion-referenced test (CRT) in two different ways: (1) for assessing the individual performance, and (2) for evaluation, or more precisely within Chanute's context, lesson evaluation. Adoption of a criterion-referenced testing approach to evaluation raises two measurement issues that have relatively less importance in norm-reference testing. The issues are: (1) definition of mastery, and (2) a priori standards. These issues still remain unsolved, but are receiving increasing attention. One purpose of this paper is to examine the appropriateness of the use of CRTs as a means of controlling an individual student's advancement to the next level of instruction or retainment in the current unit of instruction in the PLATO AFB CBE Program at Chanute. A second purpose is to turn the focus from the aspect of individual assessment to that of program evaluation, which requires the establishment of a criterion rate for validation of a lesson, so that a lesson would be considered validated if the percentage of failure rate at the end of the lesson was less than the criterion.

The PLATO Air Force Base Computer-Based Education (PLATO AFB CBE) project at Chanute adopted the mastery learning technique in their 34 lessons and set the mastery criterion at 80% correct on the end of lesson test. They used the performance result of each criterion-referenced test (CRT) in two different ways: (1) for assessing the individual performance, and (2) for evaluation, or more precisely within Chanute's context, lesson evaluation. Adoption of a criterion-referenced testing approach to evaluation raises two measurement issues that have relatively less importance in norm-reference testing. The issues are: (1) definition of mastery, and (2) a priori standards. These issues still remain unsolved, but are receiving increasing attention. One purpose of this paper is to examine the appropriateness of the use of CRTs as a means of controlling an individual student's advancement to the next level of instruction or retainment in the current unit of instruction in the PLATO AFB CBE Program at Chanute. A second purpose is to turn the focus from the aspect of individual assessment to that of program evaluation, which requires the establishment of a criterion rate for validation of a lesson, so that a lesson would be considered validated if the percentage of failure rate at the end of the lesson was less than the criterion.

Although greeting parents by name facilitates subsequent parent-teacher communication, baseline measures revealed that 4 preschool teachers never or rarely greeted parents by name during morning check-in. To promote frequent and accurate use of parents' names by teachers, the effects of a fully automated computerized assessment and programmed instruction (CAPI) intervention were evaluated in a multiple baseline design. The CAPI intervention involved assessment and training of relations among parents' and children's pictures and names, and produced rapid learning of parent names. The CAPI intervention also resulted in substantial improvements in the classroom use of parents' names for 3 of the 4 teachers; however, a supervisor-mediated feedback package (consisting of instructions, differential reinforcement, and error correction) was necessary to maintain name use for 2 of those teachers. The practical strengths and limitations of computer-based teacher training are discussed. (Contains 1 table and 2 figures.)

In this study the effectiveness and efficacy of e-learning was evaluated through a web based approach. Two classes of elementary learners of English were selected for this study, one class received a six month instruction through the typical twice a week classes and the other one was instructed through internet, in other words, the first class did not use any web based materials such as chat rooms, emails, etc., however, the second class did not attend classes at all except for monthly meetings with the instructor in order to unravel some loopholes they encountered in dealing with internet and e-learning. They simply interacted with their instructor through internet by emails and chat rooms, this group was taught simply by internet, for example, they mailed their writings to their teacher once a week and the instructor gave feedback through e-mail; they also were assigned to chat every night with their classmates or native speakers and report the result to their instructor and so on. The final results revealed that the web based class outperformed the traditional class in writing, and reading comprehension, but the results were in favor of the traditional group regarding speaking performance and structural knowledge.

In the study reported on here, the authors used computer-based video instruction (CBVI) to teach 3 high school students with moderate or severe intellectual disabilities how to order in fast-food restaurants by using an augmentative, alternative communication device. The study employed a multiple probe design to institute CBVI as the only intervention tool and measured generalization of skills to community restaurants. For 2 of the 3 students, the ability to order their meals dramatically increased immediately following CBVI; for the third student, the ability to perform this task increased during a second generalization condition. Performance was maintained for each student. The authors discuss their results as support for this approach, which would be one solution for providing instruction in a simulated environment when community-based instruction is limited.

Due to growing operational constraints accelerated by the Global War on Terror, the United States Navy is looking for alternative methods of training to maintain its force in a high status of readiness. Updates in technology over the last decade have prompted Navy officials to take the initiative to update its training technologies. Computer-Based Instruction provides alternative means of training so that the training of war-fighters can be accomplished efficiently and effectively, saving the U.S. Navy time and resources while maintaining a high state of readiness. The goal of this thesis is to combine the principles of Instructional Design Systems (ISD) technology and advanced Simulation in order to produce a multimedia training capability for Navy and Marine Corps Officers. Specifically this thesis applies ISD principles to engineer and improve the Anti- Terrorism Force Protection (AT/FP) Officer Course Level II (ATO Level II Course) lessons for use by Navy and Marine Corps officers. The Savage Studio scenario generation application, originally designed for assessment of force protection measures in a port environment, is used to allow students to develop simulation lessons for this course. The final product of this thesis is a training course consisting of two lessons combining Computer- Based Training and Simulation providing interactive lessons and exercises, and two media delivery comparison studies with results for the Anti-Terrorism Force Protection lessons. The first study compared media effectiveness of Computer- Based Training versus Classroom instruction. The second study assessed the effectiveness of Computer-Based Training and the use of simulation for AT/FP.

Students' academic achievement scores have been found to improve with the use of graphic organizers. Unfortunately, most previous research on graphic organizers has been constrained to English speakers in secondary and higher education. This study examines the effectiveness of graphic organizers when used by fourth grade students engaged in computer based instruction. Additionally, whether the learners's dominant language (Spanish or English) influenced the effectiveness of graphic organizers. Immediate and delayed gain in academic achievement scores of all students was analyzed. Statistically and educationally significant differences were found in scores favoring students who used graphic organizers. Results also indicated that when using computer-based instructional programs with embedded graphic organizers, Spanish and English speaking students, as groups, did not vary on learning style to the point of significantly impacting academic achievement scores according to tests measuring short-term and long-term recall. Limitations of the study and suggestions for future research are examined. Concepts are illustrated in two figures, and data is summarized in three tables. (Contains 23 references.) (Author/MAS)

This hearing on computer assisted instruction and the use of educational technology in classrooms was held in response to a presidential request that instructional innovation be given special attention, particularly in science and mathematics education, in every congressional district. This transcript of the hearing includes statements presented by the following witnesses: (1) Walter E. Massey, Director, National Science Foundation; (2) "Educational Technology: Computer Based Instruction" (David T. Kearns, Deputy Secretary, Department of Education); (3) "Educational Technology: New Tools for Teaching and Learning" (Linda G. Roberts, Senior Associate, Science, Education, and Transportation Program, Office of Technology Assessment); (4) "Computer Based Instruction--Technology & Implementation" (Ronald F. Fortune, President, Computer Curriculum Corporation (43 references); (5) Albert Shanker, President, American Federation of Teachers; (6) "Interactive Digital Multimedia and School Learning Environments" (Leroy J. Tuscher, Professor of Education and Computer Science, Lehigh University (17 references); (7) "Educational Technology: Computer Based Instruction" (G. Thomas Houlihan, Superintendent, Johnston County Schools, Smithfield, North Carolina); and (8) "Statement of the U.S. Chamber of Commerce on Educational Technology: Computer-Based Instruction" (Jeffrey H. Joseph, Vice President of Domestic Policy for the U.S. Chamber of Commerce). (DB)

The relations among curiosity, intrinsic motivation, and the "flow" state of absorbed participation as defined by Csikszentmihalyi are explored. Specifically, the roles curiosity plays in triggering and maintaining a flow state in learners who are engaged in an interactive lesson are considered. There has not been much research on curiosity, but studies tend to confirm the presence of curiosity through observable and quantifiable behaviors. They suggest that its presence results in improved learning and performance, that it can be aroused, and that aroused learners will persist and be self-sufficient in pursuing learning goals. In interactive learning, curiosity would seem to have a central, although not completely understood, role. At its most basic, Csikzentmihalyi's flow state is simply a description of people enjoying themselves. It represents a desired state for those who create educational environments, including computer-assisted instructional environments. The flow state becomes a practical goal in computer-assisted instruction. (Contains 39 references.) (SLD)

Two instructional design variables directly related to concept learning were investigated. The first variable, management strategy, tested the hypothesis that advising students of their learning need in relationship to acquisition of a task at a given criterion would be more effective than either adaptive control or learner control strategies. Data analysis showed that for college students, the advisement condition resulted in better performance than the learner control and needed less instructional time and fewer instructional instances than the adaptive control. The second variable contrasted two forms of content structure used in learning coordinate concepts: simultaneous and successive. Students given concepts simultaneously performed better on the posttest and needed less instruction than those who received concepts successively. (Author/CTM)

Research was conducted to assess the role of staff development in improving the quality of computer-based instruction in grade K-12 schools. The sample consisted of contact persons in 171 districts and interviews were completed with 155 (91%). Results indicate 80% of these districts currently provide inservice computer training to teachers; the median amount available is 25 hours. Most also provide technical assistance to teachers with hardware problems (95%), locating and evaluating courseware (80%), and integrating the microcomputer into the curriculum (65%). The median number of microcomputers found in these districts is 35, or a ratio of two microcomputers per five teachers and three microcomputers per 100 students. Incentives for participation in computer inservice training are not common: the most common are commendations or publicity (47%), release time for classes (41%), salary credit (36%), and guaranteed access to microcomputers (35%). The most important incentive was among those least commonly found in this sample--a guarantee of computer access. It was found that traditional incentives dispensed by administrators to teachers have little effect in fostering teacher involvement with computers and distinctions between "extrinsic" incentives such as salary credit and "intrinsic" incentives such as professional recognition did not prove to be conceptually or empirically important. A bibliography is appended. (JB)

Journal of Computer-Based Instruction 1977 - 1978: Volume 4 , Issue Index. Digitized from IA1513926-05 . Previous issue: sim_journal-of-computer-based-instruction_1977-05_3_4 . Next issue: sim_journal-of-computer-based-instruction_1977-08_4_1 .

Journal of Computer-Based Instruction 1979 - 1980: Volume 6 , Issue Index. Digitized from IA1513926-05 . Previous issue: sim_journal-of-computer-based-instruction_1979-05_5_4 . Next issue: sim_journal-of-computer-based-instruction_1979-08_6_1 .

Journal of Computer-Based Instruction 1979 - 1980: Volume 6 , Issue Index. Digitized from IA1513926-05 . Previous issue: sim_journal-of-computer-based-instruction_1979-05_5_4 . Next issue: sim_journal-of-computer-based-instruction_1979-08_6_1 .

Journal of Computer-Based Instruction 1993: Volume 20 , Issue Index. Digitized from IA1513926-05 . Previous issue: sim_journal-of-computer-based-instruction_autumn-1992_19_4 . Next issue: sim_journal-of-computer-based-instruction_winter-1993_20_1 .

Journal of Computer-Based Instruction 1993: Volume 20 , Issue Index. Digitized from IA1513926-05 . Previous issue: sim_journal-of-computer-based-instruction_autumn-1992_19_4 . Next issue: sim_journal-of-computer-based-instruction_winter-1993_20_1 .

This report documents 1) an analysis of feasibility and 2) the development of a preliminary structure for a computerized data base on capability and availability of computer-based instruction (CBI) technologies within the Department of Defense (DOD). It concludes that the proposed data base, although logistically complex, can be developed and would be of considerable value in providing ready access to technology information for a variety of DoD users. Rationale for recommendations is based on review and synthesis of the CBI research and development (R&D) literature, structured interviews with a cross-section of potential data base users, and an analysis of existing R&D data bases. This report provides a first step in the data base development process, that of examining the user requirements, issues of importance, and potential development considerations. It also describes the subsequent requirements leading to creation of a user-oriented R&D data base for CBI technology. (Author)

This report documents 1) an analysis of feasibility and 2) the development of a preliminary structure for a computerized data base on capability and availability of computer-based instruction (CBI) technologies within the Department of Defense (DOD). It concludes that the proposed data base, although logistically complex, can be developed and would be of considerable value in providing ready access to technology information for a variety of DoD users. Rationale for recommendations is based on review and synthesis of the CBI research and development (R&D) literature, structured interviews with a cross-section of potential data base users, and an analysis of existing R&D data bases. This report provides a first step in the data base development process, that of examining the user requirements, issues of importance, and potential development considerations. It also describes the subsequent requirements leading to creation of a user-oriented R&D data base for CBI technology. (Author)

This study was undertaken to examine the status of computer-based instruction in Vancouver secondary schools which is categorized as computer-science courses or traditional courses which use the computer merely as a problem-solving and learning aid. Then schools participated in an examination of the computer-science courses. This aspect of the study consisted of five parts: a questionnaire to teachers, a questionnaire to students, a set of problems for students to measure their problem-solving ability, observation of three computer science classes in progress, and administration of the Computer Programmer Aptitude Battery to one computer class. This study summarized the findings of the teacher and student questionnaires regarding computer based instruction. Observation of three computer science classes generally supported the results of these questionnaires. The performance of the students on the programming problems indicated that they were capable of at least fundamental programming. Examination of one class' performance on the Computer Programmer Aptitude Battery illustrated that the computer science course had helped to improve the students' reasoning ability. Included in the appendices are the student and teacher questionnaires, problem sets, computer games and examples of computer programs written by students. For related documents, see TM003469 and 003476. (Author/RC)

Research literature pertaining to the use of instructional organizers is reviewed, and a comparative analysis is made of their effectiveness with computer-based instruction (CBI). One of the earliest forms of instructional organizer is the advance organizer, first proposed by David Ausubel (1960, 1963) which is meant to facilitate the retention of meaningful verbal information. Other instructional organizers include the graphic organizer, a tree diagram that introduces new material, and the pictorial graphic organizer, which can be presented to students or developed with their assistance. Research pertaining to the use of instructional organizers in CBI has not been extensive. The two theoretical approaches that have guided this work are those of the generative learning hypothesis and schema theory. Evidence for the success of instructional organizers has not been consistent, and it appears that no single theoretical approach is sufficient in itself to predict the effectiveness of instructional orienting techniques and to guide their design. Further research is needed on the application of generative learning and schema theory to CBI. Four tables summarize research results. (Contains 78 references.) (SLD)

The PLATO Air Force Base Computer-Based Education (PLATO AFB CBE) project at Chanute adopted the mastery learning technique in their 34 lessons and set the mastery criterion at 80% correct on the end of lesson test. They used the performance result of each criterion-referenced test (CRT) in two different ways: (1) for assessing the individual performance, and (2) for evaluation, or more precisely within Chanute's context, lesson evaluation. Adoption of a criterion-referenced testing approach to evaluation raises two measurement issues that have relatively less importance in norm-reference testing. The issues are: (1) definition of mastery, and (2) a priori standards. These issues still remain unsolved, but are receiving increasing attention. One purpose of this paper is to examine the appropriateness of the use of CRTs as a means of controlling an individual student's advancement to the next level of instruction or retainment in the current unit of instruction in the PLATO AFB CBE Program at Chanute. A second purpose is to turn the focus from the aspect of individual assessment to that of program evaluation, which requires the establishment of a criterion rate for validation of a lesson, so that a lesson would be considered validated if the percentage of failure rate at the end of the lesson was less than the criterion.

This brief paper presents background information and a description of the organizational structure and educational objectives of the Office of Computer-Based Instruction, formerly the Delaware PLATO project, whose name was changed to reflect the University's ongoing commitment to providing leadership in educational computing following the completion of the initial project phase. The first section describes the implementation of the PLATO system at the University of Delaware, the materials available, the grants and contracts which have involved use of the system, research applications by faculty, and possible future directions. The organizational structure summarized and depicted in chart form proved to be a highly effective way of managing a computer-based educational project and will continue as the model for project management in the current office. Finally, the nine overall objectives of the office, which reflect the philosophy and purpose of the office and provide a context for the objectives of each project undertaken, are listed. The effects which these objectives have on the educational goals of the university as a whole are discussed where applicable. A table lists faculty project leaders. (LMM)

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 0.001 level and registered significantly higher interests at the 0.01 level.

The purpose of this paper is to consider different kinds of actions learners may take during computer assisted instruction (CAI), and to examine the kind of information they need in order to exercise control over the instruction, i.e., information about their performance level, the organization of the content, the choices available to them and the consequences of making those choices, and what they are required to know. Techniques described for providing such information include: (1) content maps, so that learners can navigate their way through content sequence; (2) computer graphics that depict achievement of outcomes; (3) clocks that portray the amount of time spent; and (4) text that conveys the degree of mastery. Other techniques used govern non-content based information, such as switching menus or exiting the program, and dictate the type of feedback the learner will receive. Hypermedia programs are used to illustrate how this information can be communicated to learners to promote intelligent and effective learner control in CAI. It is noted that some learner controlled instruction has the potential to lose learners in too much detail and too many layers. Thus, course organization and programming must be constructed with the learner's information needs in mind. (7 references) (DB)

The Mathematics Improvement Component (MIC) was first implemented in the Columbus (Ohio) Public Schools in 1987-88 to assist elementary and middle school pupils who were low achievers in mathematics. Three programs comprised the 1989-90 MIC: the Elementary Computer Assisted Instruction (Elem-CAI) Program, the Elementary Competency Based Education (Elem-CBE) Program, and the Middle School Competency Based Education (Middle-CBE) Program. In the first program, selected students were served an average of three times per week in computer-assisted instruction (CAI) labs, and classroom teachers delivered additional individual and small-group instruction. In both MIC-CBE programs, selected pupils were administered tests periodically that provided objective-based mastery information related to the Columbus district's course of study. All three MIC programs included ongoing diagnosis of mathematics difficulties and assessment of pupil progress based on the cooperative efforts of the program teachers and the classroom teachers. The three programs combined to serve 2,050 students in 31 elementary schools and 12 middle schools with the assistance of 44 teachers. (Besides the pupil census information, this report contains the following: standardized achievement test results; potential retainee/course failure information; and appendixes which include parental involvement surveys, inservice evaluation questionnaires, computer census tallies, and the process evaluation logs that were compiled by supervisors.) (JJK)

The developments in information technology and multimedia give new opportunities to increase the efficiency and quality of skills education. This paper presents three applications developed in the Netherlands to enhance professional skills learning in different areas of psychology: (1) BioPsy, an application developed to teach and train the technical and practical backgrounds for conducting biopsychological experiments; (2) PAMA (Dutch term Psychologische Analyse van Menselijke Arbeid translated as Psychological Analysis of Human Task Performance), a digital learning environment in which students can develop professional skills to analyze, evaluate, and (re)design human work; and (3) Selection, an application that teaches the development of skills to conduct personnel selection procedures. The applications use multimedia to enliven the course and to improve students' learning of skills. This paper illustrates the innovative features of the applications. Results are presented of the evaluation of students' experiences with the programs and of learning progress as a result of working with the programs. (MES)

Two studies were conducted in an effort to better understand the role of digitized speech as feedback in computer assisted instruction (CAI). The first study examined the use of familiar and unfamiliar voice feedback in two CAI lessons designed to teach advertising techniques to fifth graders. Subjects were 100 fifth graders from suburban Minneapolis (Minnesota). No differences were found between responses to the familiar and unfamiliar voices. In the second study, 145 sixth graders and a subset of 41 high and 49 low reading ability students from suburban Minneapolis (Minnesota) listened to feedback that was spoken audio only, printed and spoken, and spoken by an animated character. Analysis indicates that the type of feedback makes no significant difference, although there is a consistent tendency for students receiving the voice only feedback to score higher on the posttest, possibly because supplementing with text or graphics divides learners' attention. Overall results suggest that whose voice is used seems to be of little importance, although the gender of the speaker can influence performance. Females outperformed males when a female voice was used. When the agent was male, no effect for gender was found. Students appeared to enjoy the animated characters and to talk back to the computer more than did students in other treatments. Nine figures and four tables illustrate the findings. (Contains 18 references.) (SLD)

The project sought to adapt a maternity nursing course and a series of pharmacology lessons for use on a computer-based teaching system (PLATO, Programmed Logic for Automatic Teaching Operation) and to study the relationships of process variables to student achievement in a self-directed learning situation. A combination of tutorial-inquiry teaching strategy permitted the student nurses in the study to gather data, perform simulated experiments, and respond to questions as they interacted with the computer. The PLATO system and procedures used in the study (the 140 subjects, instructional content, lesson preparation, content evaluation, the instructional method, the teaching logic, and record keeping) are described. The results presented showed that, by objective measurement, students learned the same material presented in a classroom on PLATO as well or better in one-third to one-half the time. Student and instructor attitudes toward PLATO were found to be generally favorable. Also included is a 15-item reference list and the following appended material: comparison and evaluation data for lesson forms, learning for specific lessons, and student performance; forms for student and teacher evaluation of PLATO; lesson objectives and sample materials; and a materials evaluation form. (Author/MS)

Currently, the Royal Australian Air Force (RAAF) uses traditional methods of training for all of its personnel, including the newly formed Communications and Information Systems Controllers (CISCON) mustering. The formation of this mustering and the concurrent formation on every RAAF base of a Base Information Systems Centre (BISC) brought to light training needs that were not being met. Using many different forms of stimulation to activate learning, computer-based instruction (CBI), in particular multimedia, represents an alternative method of presenting training.This research investigated the applicability of CBI to the RAAF by matching its features with the training needs of the CISCONs and demonstrated the application of multimedia design principles to a specific CISCON course. An analysis of BISC training needs suggested that CBI will operate as effectively as it has in similar studies thoroughly documented in the literature. This thesis has also demonstrated in a practical way the importance of considering the many multimedia design principles when designing CBI using an existing training course. This thesis directly supports the use of CBI to train CISCON working at the BISCs and further suggests that the RAAF should consider CBI for all of its future training.

In the computer age, challenges have gained a new quality, and teachers, especially with their pedagogic responsibilities, have gained a new role to play. To familiarize themselves with the new technology and to become aware of its value in language education, the potentials of this new technology can be utilized to enhance the basic language skills. Reading is a complex activity that demands simultaneous application of a variety of cognitive processes. In learning to read, all students do not progress at the same rate. Hence, the reading class requires a more individualized, student-centered approach. Since computer-assisted instruction is particularly effective in presenting content which needs mastery or comprehension, and in catering to the needs of students of all levels, integration of this approach into reading curriculum can be given desired attention. This paper will focus on providing guidelines and suggestions of developing traditional and innovative activities for a self-instructional reading program that can be used in learning and testing EST reading for slow learners.

The purpose of this study was to investigate the effect of implementing cooperative learning and objectives with computer-based instruction (CBI). Subjects were 125 fifth and sixth grade students. Cooperative dyads and individuals worked through a CBI earth science program that contained either instructional objectives, advance organizers, or no orienting activities. Results indicated that students who received instructional objectives performed significantly better on intentional posttest items than students who received either advance organizers or no orienting activities. Results also revealed that dyads who received objectives exhibited significantly more on-task group behaviors, more helping behaviors, and fewer off-task behaviors than dyads in the other orienting activity conditions. Furthermore, learning strategy influenced time on task; individuals spent significantly more time on instruction and practice than cooperative dyads. Implications for CBI developers are explored. (Contains 52 references.) (Author/MES)

This practicum project involved working with four preschool children with mental disabilities to increase their cognitive abilities through the use of computer-based instruction and use of manipulative materials. It also sought to improve the children's social-emotional development and self-esteem. The developmental levels of the four students were determined, and appropriate cognitive objectives were chosen. Concepts taught included shapes, colors, letters, and numbers. Appropriate computer programs were selected to introduce the concepts and provide relevant practice, and manipulative activities were developed to provide tactile stimulation. Children were also provided with opportunities to sort, match, identify, color, paint, paste, sing, and dance about the concepts. The practicum successfully met its objectives. Appendixes contain surveys and questionnaires documenting the baselines and results of the practicum. (Contains 17 references.) (JDD)

FOUR SOFTWARE COMPONENTS (COMPILER, INTERPRETER, EXECUTIVE, SERVICE) OF A COMPUTER-BASED INSTRUCTION SYSTEM ARE DESCRIBED. (LH)

FOUR SOFTWARE COMPONENTS (COMPILER, INTERPRETER, EXECUTIVE, SERVICE) OF A COMPUTER-BASED INSTRUCTION SYSTEM ARE DESCRIBED. (LH)

Journal of Computer-Based Instruction 1983 - 1984: Volume 10-11 , Issue CUMULATIVE INDEX. Digitized from IA1513926-05 . Previous issue: sim_journal-of-computer-based-instruction_autumn-1983_10_3-4 . Next issue: sim_journal-of-computer-based-instruction_winter-1984_11_1 .

Journal of Computer-Based Instruction 1987: Volume 14 , Issue Index. Digitized from IA1513926-05 . Previous issue: sim_journal-of-computer-based-instruction_autumn-1986_13_4 . Next issue: sim_journal-of-computer-based-instruction_winter-1987_14_1 .

Journal of Computer-Based Instruction 1987: Volume 14 , Issue Index. Digitized from IA1513926-05 . Previous issue: sim_journal-of-computer-based-instruction_autumn-1986_13_4 . Next issue: sim_journal-of-computer-based-instruction_winter-1987_14_1 .

This article is from PLoS ONE , volume 9 . Abstract So far, many studies on educational games have been carried out in America and Europe. Very few related empirical studies, however, have been conducted in China. This study, combining both quantitative with qualitative research methods, possibly compensated for this regret. The study compared data collected from two randomly selected classes (out of 13 classes) under computer game-based instruction (CGBI) and non-computer game-based instruction (NCGBI), respectively, in a senior high school located in Nanjing, Capital of Jiangsu Province, in China. The participants were 103 students, composed of 52 boys and 51 girls (aged 17-18 years old). The following conclusion was reached: (1) participants under CGBI obtained significantly greater learning achievement than those under NCGBI; (2) participants were significantly more motivated by CGBI compared with NCGBI; (3) there were no significant differences in learning achievement between boys and girls; although (4) boys were significantly more motivated by CGBI than girls. Both disadvantages and advantages were discussed, together with directions for future research.

xvi, 352 pages : 22 cm

The dramatic and increasing availabilty of relatively cheap computer power has led people to tout microcomputers as the solution to education and training problems. However, such panaceas for educational problems fail because they do not address the real ingredients for successful instruction or the problems of large-scale implementation. Improvement in instruction, computer-based or not, will be a relatively slow, evolutionary process because: (1) attempts to improve instructional quality using systems approaches have shown how difficult it is to do and to manage; (2) use of computer-based instructional tools is in a rudimentary state of development; (3) improvements in instructional design technology depend on still-developing changes in the scientific base provided by the cognitive and computer sciences; and (4) any widespread use of computer-based instruction (CBI) requires the acquisition and standardization of programs, provision for their distribution, and their incorporation into schooling. Therefore, the prospects for attaining large increments in instructional effectiveness depend on understanding of instructional psychology and cognitive science, and on the ability to implement CBI on a large enough scale to make a difference. The potential for improvement in instructional quality is here, and progress will be made, but it will not be rapid or revolutionary. (Author/LMM)

Designed to develop a more practical model for adapting context to learner interests, this study used computer-based instruction to make alternative contexts for statistics problems--sports, business, education, or no-context--available for selection by individual learners. The subjects were 227 undergraduate students enrolled in required education courses at Memphis State University. The context adaptation strategy was evaluated as it was used both independently of and in combination with learner control (LC) of the practice examples. The research design involved the manipulation of standard (prescribed) contexts versus LC-context in combination with standard instructional support versus LC-instructional support. The study also investigated the nature of LC decisions in relation to the types of instructional options made available and learner characteristics. Instruments used in the study were the Nelson-Denney Reading Test, a unit pretest, a unit posttest, and a task attitude survey. Analyses of the data revealed little difference between the treatments in achievement; students who received minimum support found the lesson faster moving than those who received maximum support; 92% of the subjects had positive attitudes toward the desirability of selecting problem themes; and learners with higher prior achievement and reading ability tended to complete the task faster, score higher on the posttest, and view the task more favorably. It was concluded that, although the achievement results failed to support the hypothesized benefits for learning, a practical model for incorporating contextual adaptation in CBI had been developed and demonstrated. (37 references) (BBM)