The comparative effectiveness of CAI on collegiate academic performance

Christmann, Edwin P.; Badgett, John L.

doi:10.1007/bf02940892

Cited by 18 publications

(10 citation statements)

References 10 publications

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“…There is debate going on about the effectiveness of multimedia computer-assisted instruction (MCAI) versus the traditional instruction (TI) approach or teacher-led approach. In general, the literature reveals that the use of MCAI as a supplement to traditional teacher-led approach produces achievement effects superior to those obtained with traditional instruction alone (Christmann and Badgett 2000;Dalton and Hannafin 1988;Lowe 2001;Schacter and Fagnano 1999). These findings are relevant to students of different ages and abilities and learning in different curricular areas.…”

Section: Introductionmentioning

confidence: 81%

Student attitude and learning outcomes of multimedia computer-assisted versus traditional instruction in basketball

et al. 2008

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The purpose of this study was to examine the effect of multimedia computer-assisted instruction (MCAI), traditional instruction (TI), and combined instruction (CI) methods on learning the skill of shooting in basketball. Additionally, a comparison of the students' attitudes towards the MCAI and TI methods was made. Seventy-five middle school students of seventh and eighth grade were randomly assigned into three teaching method groups: TI, MCAI and CI. Each group received ten 45-min periods of instruction divided into three sections: (a) 5-min introduction, (b) 30-min instructional time and (c) 10-min questions and review. Students took pre-, post-, and retention written test covering techniques and rules of the games. Participants in the CI group also completed a post-test attitude survey towards the MCAI and TI methods. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures (pre-test, post-test, re-test) on knowledge test. Paired samples t-test analyses were conducted to measure students' attitude towards the MCAI and TI methods. Post-test results indicated no significant differences between the groups concerning the written test. Nevertheless, the attitude test scores of the CI group were more favourable to MCAI method than the TI method. Retention test results showed that groups retained the knowledge acquisition. However, the combine method of instruction tended to be the most effective on cognitive learning.

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Section: Introductionmentioning

confidence: 81%

Student attitude and learning outcomes of multimedia computer-assisted versus traditional instruction in basketball

et al. 2008

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“…Examples of meta‐analyses include Kulik and Kulik (), Kulik (, ), Murphy et al . (), Blok, Oostdam, Otter, and Overmaat (), Christmann and Badgett (, ), Goldberg, Russell, and Cook (), Rayne and Baggott (), and Cox and Abbott (). We briefly describe the main findings of the most recent meta‐analyses (i.e., the meta‐analyses that appeared since 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Christmann and Badgett () examined the difference in achievement levels between pupils who were taught by the traditional instruction approach (control group) and pupils who had classes in which a CAI tool was used as a supplement to the traditional classes (the experimental group). In doing so, they compiled data from 26 studies.…”

Section: Literature Reviewmentioning

confidence: 99%

The effectiveness of a computer‐assisted math learning program

Witte

Haelermans

Rogge

2014

Computer Assisted Learning

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Computer‐assisted instruction (CAI) programs are considered as a way to improve learning outcomes of students. However, little is known on the schools who implement such programs as well as on the effectiveness of similar information and communication technology programs. We provide a literature review that pays special attention to the existing causal evidence of computer‐assisted programs on learning outcomes. The paper relies on a rich data set consisting of (i) pupil‐level information on the use of a Dutch computer‐assisted program and (ii) detailed school‐level information on, among others, outcomes on national exams. The results suggest that schools with lower educational attainments use more frequently CAI programs. This suggests that they use CAI programs to catch up on learning outcomes. Moreover, using an instrumental variable design, we argue that given the participation in the CAI program, making more exercises leads to higher test results. Working with a CAI program seems therefore effective.

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“…New ways of learning provide opportunities for adaptive, collaborative, and situated learning by increasing student control over the learning process, its openness, and the choices a person can make during it (Järvenoja & Järvelä, ). Since 2000, several meta‐analyses of technology integration which include virtual learning have been conducted in higher education (Bayraktar, ; Christmann & Badgett, ; Hsu, ; Larwin & Larwin, ; Merchant, Goetz, Cifuentes, Keeney‐Kennicutt, & Davis, ; Michko, ; Schenker, ; Schmid et al, ; Sitzmann, ; Sosa, Berger, Shaw, & Mary, ; Tekbiyik & Akdeniz, ; Timmerman & Kruepke, ; Vogel et al, ). This means that there is a fairly solid body of knowledge about learning in virtual learning.…”

Section: Introductionmentioning

confidence: 99%

University students’ emotions in virtual learning: a review of empirical research in the 21st century

Henritius¹,

Löfström²,

Hannula³

2018

Brit J Educational Tech

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This paper presents a systematic review of university students' emotions in connection with virtual learning based on 91 articles published between 2002 and 2017 in four international journals that focus on virtual learning and educational technology or on learning in higher education. These journals were considered potential channels for research on emotions in virtual learning and higher education. The objective was to analyse the articles for concepts and theoretical background related to virtual learning and emotions, contextual focus, methodological choice, and/or results. The review showed that the most common emotion-related concept was "satisfaction." The most common context for the articles was a complete non-physical learning environment (e.g. Second Life). Approximately 60% of the articles used quantitative methods. The most common design for studying emotions was an explanatory design. Students' emotions were mainly studied through concepts related to emotion (e.g. "satisfaction"). Yet only a few of the studies focused on the fluctuation of emotions in the course of events, relying instead on post hoc data that treat students' emotions as traits rather than states. University students' emotions in virtual learning 81

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The comparative effectiveness of CAI on collegiate academic performance

Cited by 18 publications

References 10 publications

Student attitude and learning outcomes of multimedia computer-assisted versus traditional instruction in basketball

Student attitude and learning outcomes of multimedia computer-assisted versus traditional instruction in basketball

The effectiveness of a computer‐assisted math learning program

University students’ emotions in virtual learning: a review of empirical research in the 21st century

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