The Differential Effect of Learner Control and Feedback in College Students' Performance on CAI Modules

Abstract

Previous research has revealed various advisement strategies and computer control options in computer assisted instruction (CAI) modules. While these studies suggest that learner performance has rarely been optimized under learner control, those conditions under which the learner may demonstrate effective learner control warrant further study. This study was conducted to examine college level modules with feedback on current student performance. An analysis of the 2 (learner control, program control) X 2 (feedback, no feedback) X 2 (trained, untrained test questions) completely randomized factorial design indicated student performance was superior in modules which contained feedback on students' cumulative performance.

Effectiveness of Using Computer‐Assisted Supplementary Instruction for Teaching the Mole Concept

“…Because the CAI sessions followed regular lectures, most students could easily select the best pathway conforming to their needs and capabilities. The findings of the present study concur with prior studies in which learner control in CAI increased student performance and attitudes (Schloss, Wisniewski, & Cartwright, 1988;Steinberg, Baskin, & Hofer, 1986).…”

Evaluation of instructional software: Design considerations and recommendations

“…The random assignment of subjects to experimental conditions has been incorporated in much of the research on the efficacy of software (Hannafin & Carney, 1991;Schloss, Sindelar, Cartwright, & Schloss, 1986;Schloss, Wisniewski, & Cartwright, 1988;Thomas & Bostow, 1991), but the possibility of subjects' bias remains. Some researchers have taken measures of subject variables considered relevant to check for possible differences between the groups of subjects in an experiment.…”

Instructional control and part/whole-task training: A review of the literature and an experimental comparison of strategies applied to instructional simulation.

“…Performance feedback is important to learners' and can be helpful to them for making certain types of control decisions such determining when to terminate a practice activity or seek additional instructional support. Periodically summarizing and displaying learners' performance appears to improve learning under both types of instructional control (Schloss et al, 1988). The value of presenting informative feedback to learners during practice activities is well established for written instruction (Kulhavy, 1977) and for CAI (Gagn6, Wagner, & Rojas, 1981), but their is little evidence that feedback or advisement can boost the effectiveness of leamer-controlled CAI beyond that of program-controlled CAl.…”