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The intent of this study was to explore the intrinsic aspects of motivation, and to see if the design of instruction could positively affect learners' levels of intrinsic motivation toward the subject matter. The following questions were addressed: (1) Will different computer-based instructional treatments which have been designed to reflect principles of intrinsic motivation to varying degrees produce measurably different levels of intrinsic motivation in learners? (2) Can the data from this study be explained in terms of the flow model? (3) Are higher levels of intrinsic motivation associated with higher learning scores? and (4) Are prior learning and prior interest related to different levels of intrinsic motivation? The flow phenomenon is described in terms of its two parameters, challenge and skills. When these two factors are in balance, people feel that they have the skills necessary to achieve a challenging but realistic goal. Instructional materials for the study consisted of three computer-assisted instructional programs on the topic of the relationship of aperture and shutter speed to exposure, depth-of-field, and image blur. Treatment #1 utilized a linear design with a fixed sequence of topics. Treatment #2 contained the same content material, but was organized into a hypermedia style structure, giving subjects a choice over the sequencing of instruction. Treatment #3 utilized a series of camera simulators with embedded instructional sequences for both presentation of the material and opportunities for practice, and with a "Jeopardy" style game at the end in lieu of embedded questions. Measures of intrinsic motivation were gathered from 121 subjects through the use of the Experience Sampling Form (ESF) and the Intrinsic Motivation Inventory (IMI). Results suggest that attempting to increase intrinsic motivation through the design of instructional materials is more difficult than the literature would indicate. The following subdimension score results are discussed: activation (alertness, involvement, excitement); affect (happiness, sociability, relaxation); cognitive efficiency (concentration, expectation, satisfaction); motivation (sense of control; success, satisfaction, importance of activity to the subject); perceived confidence (respondent's sense of competence, skill, and confidence). Results are illustrated in eight tables. (Contains 22 references.) (MAS)

The purpose of this exploratory study was to examine the effectiveness of learner manipulation of visuals with and without organizing cues in computer-based instruction on adults' factual, conceptual, and problem-solving learning. An instructional unit involving the physiology and the anatomy of the heart was used. A post-test only control group design was applied with 74 undergraduate subjects from a large eastern university. Subjects were randomly assigned to one of three treatment groups: learner generated with cued visual organization; learner generated with uncued visual organization; and control (system-provided organization). The dependent variables measured the subject's ability to identify individual parts of the heart using visual cues; retain facts and definitions; reproduce key information; and utilize the information for problem solving. The results showed that in no case were the scores on either treatment group involving manipulation of visuals greater than the control group which provided the visuals. (Contains 30 references.) (Author/JLB)

Noting that recent developments in computer technology facilitate the integration of media in literacy development, this paper reviews 18 items of courseware designed to promote literacy development within a whole language framework. The reviews are divided into four sections dealing with the following topics: (1) idea processors and the contributions of graphic organizers to information processing in the content areas; (2) media integration systems and the capacity to synthesize interdisciplinary content; (3) desktop publishing as a vehicle for producing sophisticated report formats; and (4) courseware in reading and literature designed to promote integrated literacy development. The paper concludes that these programs are useful both across the curriculum to facilitate information processing and in conjunction with thematic, literature-based, or content area units of study to enhance higher-order thinking. (Thirteen references are attached.) (RS)

The approach to computer-based instruction for third and fourth grade elementary students which is sketched teaches component placement, capitalization, and punctuation skills of addressing envelopes within the context of a simulated envelope. Part of a larger design for a complete program of composition instruction, this program comprises a set of materials for use on a microcomputer which can be used as a discrete unit of instruction. The skills taught are identified, i.e., placing the address and return address in the correct space on an envelope; capitalizing persons' names; capitalizing personal titles; capitalizing the names of streets, cities, and states; and using a comma to separate city and state. Then, the orientation procedures students undertake after they have loaded the program disk are discussed, the mainline instruction and practice is outlined, and the corresponding branching that occurs in response to students' performance on the tasks is described. The reporting system that provides information for teachers on the progress of all students using the program is also explained. (Author/LMM)

This study was conducted to determine the accuracy of learners' comprehension monitoring during computer-based instruction and to assess the relationship between enroute monitoring and different levels of learning. Participants were 50 university undergraduate students enrolled in an introductory educational psychology class. All students received the same treatment--four sections of computer-based instruction designed to require learners to sort among numerous facts and concepts. Following each section, students were asked to rate their level of understanding of both the factual and the inferential materials. They then answered eight short-answer embedded questions--four factual and four inferential. Factual questions were divided into three levels of specificity and detail; inferential questions were divided into intraframe and interframes inferences. A posttest of 32 items was also administered; half of the questions were repeated from the lesson and half were new items. Regression procedures were conducted to determine the predictive value of enroute self-assessments for corresponding factual and inferential learning. Enroute ratings were used to predict student performance on embedded and posttest questions, as well as to examine the relationship among ratings for facts or inferences. Little or no correlation was found between the ratings of understanding and subsequent performance on either the embedded questions or the posttest, suggesting that learners may not be good judges of their enroute comprehension. A list of references and nine data tables complete the study. (JB)

Over 150 papers and articles were examined, and interviews with noted computer-based instruction (CBI) professionals were conducted to obtain information about CBI and the research evidence. Focus was on four main areas of CBI research--costs, learning achievements, individual differences, and student attitudes. Consistent empirical evidence did not exist to support or deny claimed advantages of CBI over other instructional media for (1) reducing training time, (2) reducing life-cycle costs, (3) facilitating students' mastery of the instructional materials, (4) accommodating individual learning, and (5) motivating students' learning. The lack of empirical support for these issues was not totally explained by problematic courseware. CBI's inherent superiority as a primary instructional medium had not been established. Most noticeable of the research problems found throughout CBI literature were confoundings due to differences in instructional content, making comparisons with inappropriate media, confoundings due to "program novelty effects," and findings that were not replicated. Recommendations were a shift in focus to identification of conditions for using computers in the instructional process and use of CBI as a supplemental instructional tool in the established instructional program. Twelve pages listing references are included. (YLB)

Research on perceived locus of control indicates that there is a positive correlation between internal locus of control and a variety of cognitive behaviors associated with academic achievement, that the perceived locus of control of educationally disadvantaged students is more external than average, and that the perceived locus of control of such students can be made more internal through intervention. Findings also suggest that computer based instruction (CBI) classroom environments that are student-centered and cooperative, and promote individualized instruction, may change the perceived locus of control of the students involved to one in which they believe themselves to be more in control of their own learning. Analyses of interviews conducted with 197 teachers and 718 students participating in New York City's Computer Pilot Program for educationally disadvantaged students in grades 3-12, the standardized test scores of 3,795 students, and classroom observations support the efficacy of CBI for the delivery of basic skills remediation to these students. It is suggested that the success of the CBI programs evaluated is derived at least in part from the effects of the CAI environment on the students' perceptions of control over their own learning. (28 references) (DB)

Criteria were developed for deciding the fraction of course attendance time that students should spend on a computer-assisted instruction (CAI) course in order to maximize the average final achievement of the class, subject to constraints on the probability of individual student failure and on the available console capacity. The major elements of this scheduling procedure are: (1) a model of student learning that relates student time allocations to expected achievement, (2) an objective function and optimization procedure, and (3) a procedure for forecasting each student's learning characteristics. The most statistically reliable learning model was the familiar learning curve or logistic function. A objective function for the scheduling procedure was formulated by systematically reviewing alternative ways of mathematically combining expected test results. The problem of assigning console time was shown to be a non-linear programing problem. Several efforts to find off-line predictors of on-line student learning were unsuccessful; but an on-line selection aid was designed and evaluated. A case is used to illustrate the scheduling algorithm. A bibliography and a glossary are appended. (Author/JY)

Research has shown that multiple-choice questions formed by transforming or paraphrasing a reading passage provide a measure of student comprehension. It is argued that similar transformation and paraphrasing of lesson questions is an appropriate way to form parallel multiple-choice items to be used as a posttest measure of student comprehension. Four parallel items may be derived from a lesson: (1) an item that is neither transformed nor paraphrased, thus testing simple rote memory; (2) an item that is transformed only; (3) an item that is paraphrased only; and (4) a compound item that is both transformed and paraphrased. These four items produce a hierarchy of difficulty from easy (rote) to difficult (compound), depending on the extent to which an item is altered from the original lesson question. In the three studies cited in this paper, posttest performance for the four types of items followed the hypothesized hierarchy of difficulty, and this is viewed as evidence that many of the cognitive skills underlying comprehension may also be hierarchically related. It is concluded that the formation of test questions from lesson items provides a practical way for designers to utilize multiple-choice items for instruction and also for posttest assessment. (DB)

Community college nursing students' perceptions about computer-based instruction (CBI) were identified and examined from the standpoint of their implications for adult continuing education and program planning. Fifteen second-year nursing students, college faculty, and the nursing director were interviewed. The following were among the key findings: (1) CBI is helpful in learning and applying theory because it helps reinforce class content, provides new information and perspectives, is interactive and multisensory, and accommodates different learning styles; (2) CBI is not helpful in developing nursing skills because it lacks hands-on activities; and (3) problems associated with CBI include too many assignments, equipment malfunctions, problems related to access to the computer lab, and excessive noise and overcrowding in the computer lab. The findings indicated that CBI should be applied to appropriate content areas, make reasonable demands on students, and occur in an environment with minimal distractions. (Thirteen tables/figures are included. The bibliography contains 83 references. The following are among the items are appended: demographic information about the student nurses; the student informed consent form; the study interview guides and nursing faculty focus group questionnaire; the faculty questionnaire results; guidelines for direct observation in nursing laboratories; and codes supporting three major metapolicies.) (MN)

This report describes an experiment investigating the effects of cognitive style, presentation format, and task content on learning. Cognitive style was described in terms of hemisphericity (i.e., left- or right-brain influence on perception). Presentation format consisted of graphics, text, and a combination of the two. The tasks consisted of knowledge, skill, attitude, and decision-making. Fifty-nine college students participated in the study. In the knowledge task, subjects learned 10 pairs of words. In the skill task, subjects built an abstract model of a windmill. In the attitude task, subjects responded to facts and opinions on a current affairs topic. The decision-making task involved a maze problem. Subjects were tested immediately after training, 2 weeks after training, and again at four weeks after training. Results indicated the following: presentation format, gender, and hemisphericity all appeared to influence performance on the knowledge task. Presentation format and gender influenced performance on the skill task. Presentation format influenced performance on the decision-making task. Copies of skills tests, tables of dimensions of cognitive styles and possible instructional modifications for each style, and tables displaying statistical results of the study are appended. (Contains 26 references.) (Author/KRN)

Los Angeles Pierce College has been using Computer-Based Spelling Instruction (CBSI) software in spelling enrichment classes since 1992. Students who have used the program average 96% on final exams, and student retention proves excellent. The CBSI module performs the following functions: (1) administers a 1,200 word pretest; (2) divides missed pretest words into 15 word "chapters"; (3) provides a printout of words missed on the pretest; (4) provides an optional printout for facilitators to identify patterns of errors or to demonstrate rules of phonics or spelling; (5) divides each chapter into three lessons (i.e., spelling, practice quiz, and random review of previously learned words); (6) provides exposure to the words to be learned in three learning modalities (i.e., visual, auditory, and tactile); (7) presents practice involving extensive repetition; (8) keeps a cumulative record of time spent on lessons; (9) administers chapter tests, including words from prior chapters; (10) requires a minimum score of 70% on each chapter test to advance students to the next chapter; (11) prints test results; and (12) administers a final exam covering all the words misspelled on the pretest. The CBSI program is IBM compatible, requires a DECtalk speech synthesizer and personal computer with a hard drive. The program also requires a facilitator to explain the operation of the program and to monitor student progress. The cost of the program is $150. (KP)

The development of strong writing skills is a critical (and somewhat obvious) goal within the classroom. Individuals across the world are now expected to reach a high level of writing proficiency to achieve success in both academic settings and the workplace (Geiser & Studley, 2001; Powell, 2009; Sharp, 2007). Unfortunately, strong writing skills are difficult to develop, as they require individuals to coordinate a number of cognitive skills and knowledge sources through the process of setting goals, solving problems, and strategically managing their memory resources (Flower & Hayes, 1980; Hayes, 1996). Given the difficulty of this process, students frequently underachieve on national assessments of writing proficiency (National Assessment of Educational Progress, 2007, 2011). The successful acquisition of this complex set of skills largely depends on the instruction and feedback provided to students as they develop. Previous research suggests that writing proficiency is best enhanced through strategy instruction (Graham & Perin, 2007), along with extended practice and individualized feedback (Kellogg & Raulerson, 2007). Importantly, curricula aimed to meet these goals can be extremely difficult to implement. This method of writing instruction demands a significant amount of time from teachers, ranging from the time required to prepare materials and instructional content to the process of reading, editing, and providing individualized feedback on students' essays. Unfortunately, teachers rarely have enough time to devote to this process, as they are faced with increasingly large class sizes and, as a consequence, have reduced time for classroom instruction and planning (The National Commission on Writing, 2004). In response to these issues surrounding effective writing pedagogy, there has been an increased effort to develop computer-based systems for writing assessment and instruction (Shermis & Burstein, 2003, 2013). These systems vary widely in their primary purposes, from the automated scoring of student essays to the provision of formative feedback or the explicit instruction of writing knowledge and strategies (Dikli, 2006; Graesser & McNamara, 2012; Roscoe, Allen, Weston, Crossley, & McNamara, 2014; Weigle, 2013; Xi, 2010). Despite the importance of writing strategy instruction and feedback, the majority of research conducted on this topic has focused on the development of computer-based systems that can provide reliable and valid scores to students' essays. However, more recently, researchers have placed a stronger emphasis on the development of computer-based systems that incorporate more instructional materials, such as formative feedback and explicit instruction on the writing process (Roscoe et al., 2011). In this chapter, we provide an overview of computer-based tools and techniques that are currently being used to support writing instruction and practice. Additionally, we discuss more recent advances in this field with suggestions for future research and development. [This chapter was published in: "Handbook for Writing Research 2016," p316-329.]

The University of Delaware's work with computer-based instruction since 1974 is summarized with attention to the history and development of the Office of Computer-Based Instruction, university applications, outside user applications, and research and evaluation. PLATO was the system that met the university's criteria, which included support for instructional strategies such as gaming, simulation, testing, drill-and-practice, and self-paced programmed instruction; a library of computer-based learning materials; a programming language that was easy to use; a student record-keeping capability to support educational research; computer graphics; and an overall system reliability. Information is provided on credit and noncredit courses using computer-based instruction during 1984-85. Activities of the 38 departments and projects using PLATO are summarized, and sample lessons are provided. Outside user applications are also described, including pre-college demonstrations, programming courses, and courseware development. Materials include a model for project evaluation, a student evaluation form for PLATO, abstracts of computer-based education developments, and a catalog of PLATO and microcomputer programs under development. (DJR)

Computer-based and audio tape materials were compared for their effectiveness in helping students practice Chinese language lessons. Subjects were enrolled in an intensive elementary course in Mandarin Chinese. The textbook and audio tape were prepared by the Beijing Language Institute in China, and the computer-based material was developed by the author using HyperCard based on the textbook. Written and spoken components were tested, using tests developed by the instructor, a native of China. The instructional materials were used alternately in the 16-week course at the University of Northern Iowa (Cedar Falls). Students performed better in the weeks the computer-based materials were used, although in some areas the two instructional tools do not show noticeable differences. For example, computer-based materials do not show any advantage in helping with listening comprehension. Performance in writing Chinese characters was enhanced by computer use, and students preferred it to the audiotape. The study demonstrates that it is possible to use computer assisted instruction to teach non-alphabetic languages. (SLD)

We evaluated computerized training and testing programs with children who were having difficulties learning prereading skills. The programs were derived from equivalence research and were written in authoring software designed for educators. After learning to match uppercase and lowercase printed letters to the corresponding letter names (Tasks 1 and 2), the children matched the letters to one another (Tasks 4 and 5). Then, after learning to match uppercase letters to sounds (Task 3), they also matched lowercase letters to sounds (Task 6) and matched printed to spoken words (Tasks 7 and 8). The results recommend equivalence-based protocols and user-friendly software in further development of prereading instruction.

In its second year of operation (1988-1989 academic year), the Electronic Writing Center (EWC) of the Union County College in Cranford, New Jersey has expanded its capabilities and the amount of service it provides to at-risk students through the Computers in the Curricula Project. Major changes include: (1) increased numbers of classes and individual students using the computer network; (2) expansion of facilities to include the networking of more than double the number of microcomputers compared to the first year of the program; (3) addition of a backup memory storage system; (4) addition of a modem to allow exchange of student files with other networks; and (5) increased effort at data gathering and evaluation. Instructors using the network to teach writing note that the network has become more of an ordinary part of the curriculum and is now taken for granted. (Appendixes include a checklist for computer tutors, an AppleWorks manual, and evaluation instruments for writing attitudes, computer attitudes, and project involvement.) (RS)

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 purpose of this study was to investigate the effects of CBI lesson sequence type and cognitive style of field dependence on learning from Computer-Based Cooperative Instruction (CBCI) in WEB on the dependent measures, achievement, reading comprehension and reading rate. Eighty-seven college undergraduate students were randomly assigned to lesson sequence type levels, after assigning into three cognitive style group: field dependent (FD), field neutral (FN) and field independent (FI), based on the Group Embedded Figure Test (GEFT) scores. Instruction was delivered by means of two types of sequence of lessons for CBCI in WEB, linear lesson (LL) and branching lesson (BL). A two-way analysis of covariance was used to investigate whether there are main effects and interactions between cognitive style of field dependence and lesson sequence types. In order to control statistical power and to equate the treatment groups, Nelson-Denny Reading Comprehension Test scores were used as a covariate. The analysis of regression coefficients between lesson sequence type and dependent variables and between field dependence and dependent variables was shown in tables. Although the findings show non-significance in formal tests of hypotheses, the interaction effects between field dependence and lesson sequence types on dependent measures were clarified. Four research questions converted to statistical hypotheses were tested according to the factorial design model. Specifically, the tests of hypotheses generated discussion and conclusions were given at the end of the study. (Contains 5 tables and 1 figure.)

The University of Delaware's work with computer-based instruction since 1974 is summarized, with attention to the history and development of the Office of Computer-Based Instruction, university applications, outside user applications, and research and evaluation. PLATO was the system that met the university's criteria, which included: supporting instructional strategies such as gaming, testing, and self-paced instruction; a library of computer-based learning materials; a programming language that was easy to use; a student record-keeping capability to support educational research; computer graphics; and overall system reliability. Information is provided on credit and noncredit courses using computer-based instruction during 1983-1984. Activities of the 37 departments using computer-based instruction are summarized, and sample lessons and photographs are provided. Outside user applications are also described, including pre-college demonstrations and programming courses and courseware development. Materials include: a list of published lessons, a list of 1983-1984 conference and workshop presentations, a student evaluation form for PLATO, abstracts of computer-based education developments, and a catalog of PLATO and microcomputer programs under development. (SW)

Journal of Computer-Based Instruction 1992: Volume 19 , Issue Index. Digitized from IA1513926-05 . Previous issue: sim_journal-of-computer-based-instruction_autumn-1991_18_4 . Next issue: sim_journal-of-computer-based-instruction_winter-1992_19_1 .

Journal of Computer-Based Instruction 1992: Volume 19 , Issue Index. Digitized from IA1513926-05 . Previous issue: sim_journal-of-computer-based-instruction_autumn-1991_18_4 . Next issue: sim_journal-of-computer-based-instruction_winter-1992_19_1 .

Video presentations of teaching episodes in home, school, and community settings and audio recordings of parents' and professionals' views can be important adjuncts to personnel preparation in special education. This paper describes instructional applications of digital media and outlines steps in producing audio and video segments. Digital audio and video are readily incorporated into instruction via live presentation in person or on television, via computer instruction through interactive multimedia modules, or via Web courses with materials provided for distributed or distance learning. Hardware and software needs are described for use of digital media in live presentations, computer instruction, and Web courses. The first step in producing audio and video media for instruction is selecting equipment that best fits the instructor's development capabilities, instructional goals, and equipment budget. Camera equipment, camera accessories, computer equipment, and production software are described with approximate costs. The next steps in producing audio and video media for instruction involve carefully planning, recording, editing, and compressing media segments to ensure that they contain high quality images and sounds and accurately represent the content. Tips and suggestions are offered for each of these steps. The final production step is using software to incorporate the media files into a particular application: live presentation, computer instruction, or Web course. Contains 38 references. (SV)

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)

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)

Journal of Computer-Based Instruction was a publication covering applications and technological developments in computer-assisted instruction. It was established in 1974 and was published quarterly by the Association for the Development of Computer-Based Instructional Systems until 1993. The aim of the journal is to provide a platform for the discussion and dissemination of innovative approaches, best practices, and cutting-edge research within computer-assisted instruction. It welcomes scholarly articles, research papers, case studies, and reviews that contribute to the understanding and advancement of computer-based instruction methodologies. Articles cover a wide range of subjects, including but not limited to instructional design, e-learning, game-based learning, educational technology, virtual reality, and artificial intelligence in education.

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)

Twenty-eight adult students and four adolescent students were interested in completing computer instruction in keyboarding in their own environment to gain skills and knowledge that would bring them up to date in the information age. The students who enrolled in the keyboarding course were assessed by timed writings, production applications, and personal interviews for grade-level placement. Production assignments were given to students assessed at the advanced level; modeling of function keys and alphanumeric keys and drills were given to students with no previous computer experience. One-on-one instruction was the most common mode of delivery; peer tutoring was next. Students worked at their own pace, since the textbook provided step-by-step instruction. Advanced students were also given the opportunity to complete complex, abstract, and theoretical assignments to achieve advanced level. The students worked in informal groupings that they chose themselves. Community support was evident both among the students and by the friends and relatives who visited the classroom. Students felt ownership in the course by having the opportunity to use computers beyond class hours and to circulate the instructor's computer to their homes for extra practice. Weekly progress reports were issued. (Contains 10 references and 40 endnotes.) (YLB)

To determine whether contact with computer-assisted instruction (CAI) leads to feelings of "depersonalization" and "dehumanization" a review was conducted of investigations to explore attitudes toward various modes of computer-based instruction before, during, or after exposure. Evaluation of pertinent factors which influenced attitudes was made through assessment of relevant literature and personal communication with experts associated with CAI projects. Results of studies are compared in table form and recommendations made for future acceptance and implementation of computer-based systems. It is concluded that computer-based instruction is not a threat to humanization, and that it can provide opportunities for increasing effectiveness and personalization of the instructor-student relationship. (SK)

Journal of Computer-Based Instruction 1985: Volume 12 , Issue Index. Digitized from IA1513926-05 . Previous issue: sim_journal-of-computer-based-instruction_autumn-1984_11_4 . Next issue: sim_journal-of-computer-based-instruction_winter-1985_12_1 .

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.

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)

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 paper examines two different delivery methods, video and computer-based instruction (CBI) for instructing preservice teachers in the use of an electronic mail system, FIRNMAIL. Three questions were asked about students who were taught FIRNMAIL through a video presentation and those taught through an interactive, computer-based simulation (CBI): (1) Is there a difference in the mean achievement gains on a writing post-test? (2) Is there a difference in students' perception of instruction? (3) Is there a difference in the mean near-transfer performance? Twenty-four students were randomly assigned to either the video or the CBI. Pre- and post-tests indicated that both treatments are instructionally effective. In analysis of perception of instruction it was found that students in the computer-based tutorial/simulation group were more likely to: enjoy the instruction; prefer their mode of instruction over a lecture; want another lesson like this; and prefer their mode of instruction over reading the material in a book. Analysis of near-transfer performance revealed that students in the CBI group performed significantly better on the electronic mail assignment than the students in the video group. Data is presented in three tables and four figures. (Contains 34 references.) (Author/MAS)

The purpose of this study was to investigate the effects of learning strategy and summarization within a computer-based chemistry and physics program. High school students worked individually or in cooperative dyads to complete science instruction; half of them completed summaries over the instructional content when directed to do so. The study examined the effects of learning strategy and summarization on posttest and enroute performance, attitude, time-on-task, and cooperative interaction behaviors. (Contains 53 references.) (Author/MES)

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)

Journal of Computer-Based Instruction 1991: Volume 18 , Issue Index. Digitized from IA1513926-05 . Previous issue: sim_journal-of-computer-based-instruction_autumn-1990_17_4 . Next issue: sim_journal-of-computer-based-instruction_winter-1991_18_1 .

An experimental course in introductory organic chemistry at the University of Texas at Austin made use of the computer for drill and routine instruction. Lecturing time was reduced, and computer lessons were made part of the required coursework. This experimental situation was planned on the basis of results from previous experiments using computer-assisted instruction (CAI) in chemistry courses. Evaluation of student performance showed equivalence or improvement using the experimental approach compared to the traditional course. Student attitude surveys revealed support for the individual, self-paced, tutorial approach. Perceived disadvantages included time needed to complete computer-based lessons and difficulties with the computer system hardware. (CH)

An experimental course in introductory organic chemistry at the University of Texas at Austin made use of the computer for drill and routine instruction. Lecturing time was reduced, and computer lessons were made part of the required coursework. This experimental situation was planned on the basis of results from previous experiments using computer-assisted instruction (CAI) in chemistry courses. Evaluation of student performance showed equivalence or improvement using the experimental approach compared to the traditional course. Student attitude surveys revealed support for the individual, self-paced, tutorial approach. Perceived disadvantages included time needed to complete computer-based lessons and difficulties with the computer system hardware. (CH)

Comparing the effects of interactive audio in computer-based instruction (CBI) versus noninteractive audio in CBI on the skills and attitudes of music students in identifying harmonic voicing was divided into two subproblems for this study. The first was to compare students' skill in identifying harmonic voicing using interactive versus noninteractive audio. The second was to compare music students' attitudes toward CBI using interactive versus noninteractive audio. A two-group pretest-posttest experiment was conducted in which 46 participants volunteered to work with a computer program developed for this study. The experimental group used interactive audio and the control group used noninteractive audio. Both groups completed an attitude measure. The test scores showed acceptable to high reliability. Analysis of the data reveal that the experimental group showed greater skill development than the control group in identifying harmonic voicing. Analysis of the attitude measure reveals no difference between the groups. Four tables and four figures illustrate the study. An appendix describes the program and introduces some music terminology. (Contains 36 references.) (SLD)

Spatial context can be expected to play an important role in computer-based instruction and distance education using PC terminals because these types of computer-mediated instruction often occur in a restricted environment such as one's home or office. These settings, while convenient, are often isolated and lack diverse spatial cues. Fundamental research studies suggest this should result in negative effects for memory. This study investigated whether diversifying the setting in which computers are used as instructional tools would address this problem by creating more cues for retrieval of information. Participants (n=71) read three computer-based instructional units, each describing a different city. These city units were presented on a computer in a single site or in three diverse sites. The three learning sites were made more visually distinct on several dimensions, including decorative arrangements. All participants were tested for attribution recall at a new neutral site. Results confirmed the prediction that diversification of computerized learning sites improves recall, i.e., participants in the diversified learning sites performed better on the attribution memory test than students in a single learning site. Individual differences in sensitivity to background cues, as measured by the Group Embedded Figures Test, were not found to interact with test performance. (Author/MES)

Spatial context can be expected to play an important role in computer-based instruction and distance education using PC terminals because these types of computer-mediated instruction often occur in a restricted environment such as one's home or office. These settings, while convenient, are often isolated and lack diverse spatial cues. Fundamental research studies suggest this should result in negative effects for memory. This study investigated whether diversifying the setting in which computers are used as instructional tools would address this problem by creating more cues for retrieval of information. Participants (n=71) read three computer-based instructional units, each describing a different city. These city units were presented on a computer in a single site or in three diverse sites. The three learning sites were made more visually distinct on several dimensions, including decorative arrangements. All participants were tested for attribution recall at a new neutral site. Results confirmed the prediction that diversification of computerized learning sites improves recall, i.e., participants in the diversified learning sites performed better on the attribution memory test than students in a single learning site. Individual differences in sensitivity to background cues, as measured by the Group Embedded Figures Test, were not found to interact with test performance. (Author/MES)

Computer based instruction (CBI) is composed of individual frames viewed one at a time. Compared to a typical textbook, CBI restricts the adult learner's capacity to access information from different parts of the lesson and to view complex presentations. Designers of CBI must compensate for these limitations by making a concerted effort to synthesize or tie together content parts, resulting in a coherent, stable cognitive structure in the learner's mind. Synthesizing strategies include: (1) using hard copy adjunct aids such as diagrams, figures, and content outlines; (2) implementing learner control features such as the menu and HELP options; (3) using graphic synthesizers such as lesson maps, diagrams, and other figures to periodically orient the learner toward the content structure; (4) using animation, graphics, sound, and timing to highlight structurally central content parts; (5) using verbal synthesizers such as analogies, stories, and advance organizers to relate content to familiar experience; and (6) providing integrated practice and other opportunities allowing the application of multiple skills to complex problems. This report concludes by relating research on CBI strategies to a framework for instructional science and discussing potential research questions. (Author/LMM)

Previous studies have documented the effectiveness of feedback in improving students' achievement, but few studies have examined the effectiveness of summaries or reviews. This study examines the respective and combined effects of feedback and review on students' achievement, retention, and level of cognitive development. A total of 55 ninth-grade students comprised five treatment groups which received an interactive slide/sound computer earth science lesson on "The History of the Earth." All groups received 26 self-test questions throughout the program. The control group received no feedback to their responses to the self-test questions and no reviews for each of the seven sections of the program. One group received non-content feedback for the responses and no reviews, a second group received content feedback and no reviews, a third group received non-content feedback and reviews; and the fourth group received content feedback and reviews. All subjects were given a 28-item achievement test immediately following the computer treatment and the same achievement test one week later. The study concluded that providing students with feedback produced significant increases in achievement, retention, and higher-order learning while a review produced significant improvement only in higher-order learning. (Author/CW)

Computer-based instruction (CBI) encompasses the functions of computer administered and managed instruction supplemented by utilities and interfaces. The course author's function in computer-administered instruction (CAI) is to construct the lesson for input in one of three formats: (1) batch entry used by those with knowledge of programing language, (2) user- initiate mode directly typed into the file, or (3) interactive coaching/prompting, a dialogue format for those without programing knowledge. To aid the author, answer analysis techniques, branching, student aid and task interruption controls, editing, and lesson formats are available. Students are preassigned or given free access to lessons. Computer-managed instruction (CMI) involves human management using tools provided by CBI--i.e., required data, assignment of system users, catalog construction, message capabilities, report control and lesson verification. The utilities of flowcharting, the calculator, and automated report generation language (ARGL), internal and external interfaces of hardware, and graphic and audiovisual aids enhance the capabilities of the system. Factors to consider in determining the impact of this CBI system are cost, installation core requirements, and acceptability by the user. Descriptions of answer analyses and standard system reports are appended. (KP)

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)