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A study found that the troubleshooting abilities of a treatment group of college students trained conventionally in a course called Aircraft Systems II and on a computer-based "Technical Troubleshooting Tutor" were better in some ways than those of a control group who trained conventionally without using the computer-based tutor. Aviation students at the University of Illinois participated in the study, 16 in the control group and 18 in the treatment group. Each student was given an aircraft simulator board in which four independent electrical faults were inserted, common troubleshooting tools, and the task of locating the faults. No significant differences were found in the ability of the two groups to recognize that faults existed. However, the treatment group was significantly better at actually locating and identifying the faults. The control group solved fewer than half the attempted problems, whereas the treatment group solved 72 percent. The two groups' performances on a posttest about electrical systems and their ability to identify potential faults were not significantly different. However, the treatment group was significantly better able to evaluate the faults correctly, was more likely to evaluate the systems before selecting a troubleshooting strategy, was not dependent upon a single strategy to facilitate the process, tended to make fewer misinterpretation errors, and had a stronger ability to recover from errors. (Contains 49 references.) (CML)

A study found that the troubleshooting abilities of a treatment group of college students trained conventionally in a course called Aircraft Systems II and on a computer-based "Technical Troubleshooting Tutor" were better in some ways than those of a control group who trained conventionally without using the computer-based tutor. Aviation students at the University of Illinois participated in the study, 16 in the control group and 18 in the treatment group. Each student was given an aircraft simulator board in which four independent electrical faults were inserted, common troubleshooting tools, and the task of locating the faults. No significant differences were found in the ability of the two groups to recognize that faults existed. However, the treatment group was significantly better at actually locating and identifying the faults. The control group solved fewer than half the attempted problems, whereas the treatment group solved 72 percent. The two groups' performances on a posttest about electrical systems and their ability to identify potential faults were not significantly different. However, the treatment group was significantly better able to evaluate the faults correctly, was more likely to evaluate the systems before selecting a troubleshooting strategy, was not dependent upon a single strategy to facilitate the process, tended to make fewer misinterpretation errors, and had a stronger ability to recover from errors. (Contains 49 references.) (CML)

This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers attending a childcare centre participated in daily 20-minute tutoring sessions for two weeks. The literacy software (a beta version) was especially designed to guide tutors while working one-on-one with elementary school students falling into the lower 30% of reading achievement (i.e., at-risk). Parent surveys, videotaped tutor/child sessions, independent observer data, and tutor reports yielded rich descriptions of the tutor/child/computer process. Rigorous grounded theory analyses generated three comprehensive themes: rapport, motivation, and scaffolding. The first focused on interpersonal issues, the latter two on teaching/learning. Implications for practice are discussed.

In this report, we describe a computer-based training tutor, the D2P/Moving Target Tutor (MTT) and our experience and results of running an experimental study using undergraduate students (N=27) to evaluate the effectiveness of D2P/MTT. D2P/MTT is designed and created to train users to judge point of aim quickly to shoot a moving target. The structure of the tutor is based on the Declarative to Procedural (D2P) learning theory that prescribes how repetitive practice can lead to declarative knowledge being proceduralized and how proceduralized skills can be retrieved quicker and less prone to forgetting. We analyzed our results and found that the accuracy rate on judging point of aim of a moving object improved from 20% (standard deviation = 15%) to 47% (standard deviation = 18%). This was a reliable difference, despite lost data. We also describe the possible reason for high data loss rate (63%) for future improvements in running studies like this.

In this report, we describe a computer-based training tutor, the D2P/Moving Target Tutor (MTT) and our experience and results of running an experimental study using undergraduate students (N=27) to evaluate the effectiveness of D2P/MTT. D2P/MTT is designed and created to train users to judge point of aim quickly to shoot a moving target. The structure of the tutor is based on the Declarative to Procedural (D2P) learning theory that prescribes how repetitive practice can lead to declarative knowledge being proceduralized and how proceduralized skills can be retrieved quicker and less prone to forgetting. We analyzed our results and found that the accuracy rate on judging point of aim of a moving object improved from 20% (standard deviation = 15%) to 47% (standard deviation = 18%). This was a reliable difference, despite lost data. We also describe the possible reason for high data loss rate (63%) for future improvements in running studies like this.

The Computer Tutor program disk

This study assessed the impact of utilization of an artificially-intelligent geometry proofs tutor on classroom social processes. Both teachers' and students' behaviors changed. Teachers changed their allocation of time to different kinds of students, acted in a more collegial fashion, and increased their emphasis on effort in grading students. Students showed a marked increase in task-related effort and involvement. This change appeared to be due to an increase both in the students' enjoyment of the class and in the level of peer competition. Keywords: Computer assisted instruction; Classroom social behavior; Teachers roles; Attitudes psychology.

This study assessed the impact of utilization of an artificially-intelligent geometry proofs tutor on classroom social processes. Both teachers' and students' behaviors changed. Teachers changed their allocation of time to different kinds of students, acted in a more collegial fashion, and increased their emphasis on effort in grading students. Students showed a marked increase in task-related effort and involvement. This change appeared to be due to an increase both in the students' enjoyment of the class and in the level of peer competition. Keywords: Computer assisted instruction; Classroom social behavior; Teachers roles; Attitudes psychology.

The aim of this study is to determine the level of the use of information technology at schools in Trabzon and some evaluations about the problems faced during this process were done considering the formative teachers' opinions. The question which is "What are the opinions of formative teachers about the process of popularizing the effective usage of information technologies in schools?" was determined as the problem of this research. In the research conducted as a special occasion study, 9 teachers who work as tutor computer formative teachers in Trabzon, are determined as the sample group. Face to face interviews were conducted with the sample group on the problems and sub-problems of the research. First degree coding was applied on the data obtained by the interviews and themes were determined via this coding and data matrixes were set. Deductions were made by benefitting from the set data matrixes. The obtained results show that the use of information technologies at schools in Trabzon has been increasing but it hasn't reached the aimed level yet. (Contains 9 tables.)

This document is submitted as the final report of project NR 702- 013. It consists of two parts. First, I present a summary of the research activities conducted and the findings emerging from the project. Then, I list the publications and presentations stemming from this work, Since a complete description of the research activities, as well as discussion of virtually all of the project's important findings, is found in the forthcoming book mentioned on the publications list, I have decided to organize this report by summarizing the material covered in that book. The book, the working title of which is Computers in the Classroom, is built around two basic themes. First, it demonstrates that using computers in schools has profound effects on aspects of classroom life which neither those who design the software nor those who decide to adopt it anticipate. Second, it argues that although the use of computers can alter important aspects of classroom life, longstanding patterns of social organization in both the school and the larger society markedly influence computer use in ways which do not always work to the students' advantage.

The Computer Tutor List Editor

The Computer Tutor List Editor

The Computer Tutor List Editor

Two papers are included in this report. "Control and Feedback in the Environment of a Computer Tutor" investigates some control and feedback properties of a tutorial environment comprised of a student, his computer tutor, and the designer of the computer tutor. Three classes of computer tutor are described: rigid, generative, and knowledgeable. These classes are distinguished by an increase of the interactions among tutor and student and a decrease of the control of the tutor over the tutorial environment. Full partnership between tutor and student could be achieved with the help of programs that understand natural language. "Review in CAI: The Problem and an Implemented Solution" discusses review of material, which is made necessary by human memory loss. The computer tutor that incorporates review is built around performance programs that know what the student is to learn, generator programs that generate problems the student must learn to solve, and extensive diagnostic programs that guide the tutor in his interaction with the student. Borrowing compiler-writing techniques, a multi-level system for review has been implemented that avoids extra coding and repetition of material in identical form. (Author/JK)

APX's Musical Computer - The Music Tutor manual (second manual type) for the Atari 8-bit computers.

APX's Musical Computer - The Music Tutor manual (second manual type) for the Atari 8-bit computers.

The Electronic Computer Tutor v2000. DEMO