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Relevant bibliographies by topics / Computer aided instruction

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Academic literature on the topic 'Computer aided instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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Journal articles on the topic "Computer aided instruction"

1

Barrow, Lisa, Lisa Markman, and Cecilia Elena Rouse. "Technology's Edge: The Educational Benefits of Computer-Aided Instruction." American Economic Journal: Economic Policy 1, no. 1 (January 1, 2009): 52–74. http://dx.doi.org/10.1257/pol.1.1.52.

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We present results from a randomized study of a well-defined use of computers in schools, a popular instructional computer program for pre-algebra and algebra. We primarily assess the program using a test designed to target pre-algebra and algebra skills. Students randomly assigned to computer-aided instruction score significantly higher on a pre-algebra and algebra test than students randomly assigned to traditional instruction. We hypothesize that this effectiveness arises from increased individualized instruction as the effects appear larger for students in larger classes and in classes with high student absentee rates. (JEL H75, I21)

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Linden, Jan, and Egbert M. H. Assink. "Designing Computer-Aided Instruction." Performance Improvement Quarterly 3, no. 2 (October 22, 2008): 65–76. http://dx.doi.org/10.1111/j.1937-8327.1990.tb00458.x.

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Hendrickson, C., A. Pasquale, W. Robinson, and M. Rossi‐Velasco. "Applications of Computer Aided Instruction." Journal of Professional Issues in Engineering 112, no. 3 (July 1986): 194–202. http://dx.doi.org/10.1061/(asce)1052-3928(1986)112:3(194).

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Hoffmann, James. "Computer-Aided Collaborative Music Instruction." Harvard Educational Review 61, no. 3 (September 1, 1991): 270–79. http://dx.doi.org/10.17763/haer.61.3.h161460535717722.

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Saldon Eder, Marylene, Paul Rojas, Mary Grace Empasis, and Love Jhoye Raboy. "Computer Aided Instruction For Preschoolers In Mathematics." Proceedings Journal of Education, Psychology and Social Science Research 1, no. 1 (November 22, 2014): 37–44. http://dx.doi.org/10.21016/icepss.14018.

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Computers are increasingly a part of pre-schoolers to professional lives. The use of multimedia in education has significantly changed people’s learning processes. Computer technology holds promise for improving student performance and the quality of teaching education programs at all levels. Today, development has been rapid and technology has been acknowledged as an additional teaching tool. Results from a number of research studies indicate that appropriately designed multimedia instruction enhances students’ learning performance in mathematics, and literacy. The purpose of the present paper was to discuss research avenues employing computers as a learning tool and to analyze the results obtained by this method at the pre-schoolers learning level.

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Villar, Ariel Gulla. "COMPUTER-AIDED MODULAR INSTRUCTIONS IN PROBLEM SOLVING." Journal of Mathematical Sciences & Computational Mathematics 2, no. 1 (November 2, 2020): 90–128. http://dx.doi.org/10.15864/jmscm.2107.

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This study is an experimental pre-test and post-test design which essentially needed to compare the effectiveness of Computer Aided Modular Instruction with the Traditional Method of teaching word problem involving fractions to the grade six (6) pupils of Gadgaran Integrated School, Calbayog City, Samar during the school year 2019-2020.Computer aided modular instruction is a teaching technique that enable pupils interact with the lesson programmed to the computer given to the experimental group. The Traditional Method on the other hand, is a usual way of teaching composing with lecture-discussion given to the control group. A single class consisting of regular grade six (6) pupils was chosen as the subject of the study. Their average grade is approaching proficiency level in Mathematics subject during the first grading period both of experimental and control group. They were randomly assigned and chosen using odd or even technique. The instrument used in this study was researcher made test in Mathematics and was carefully validated. The content topics in the Computer Aided Modules were based on the DepEd Learning competencies set for the grade six level. These are further checked and validated by the Mathematics teachers of Calbayog IV District, Division of Calbayog City. The evaluation survey questionnaire on pupils’ difficulties, reactions and attitudes towards Computer Aided Modular Instruction was adapted from the study of Saladaña on SIM-Based Instruction. The questionnaires were revised by the present researcher of this study. The control and experimental group have significant mean difference in the pre-test and post-test scores but have no significant mean difference in the mean percentage gain of scores. The Computer Aided Modular Instructions and the Conventional Method of Instruction resulted for the same level of achievement for the pupils with slight challenges on the part of pupils and facility in teaching of the teachers. Based on the result it was recommended on the implementation and adaptation of this strategy into the classroom utilizing Computer Aided Instruction in enhancing the better-learning output.

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CHANG, BETTY L. "Computer-Aided Instruction in Nursing Education." Annual Review of Nursing Research 4, no. 1 (September 1986): 217–33. http://dx.doi.org/10.1891/0739-6686.4.1.217.

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Jones, Beth H., and Timothy R. Hill. "Computer-Aided Negotiation for Classroom Instruction." Journal of Educational Technology Systems 22, no. 4 (June 1994): 327–35. http://dx.doi.org/10.2190/jpk5-85kt-698b-x1rx.

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This article describes a computer system being developed to support two-party negotiation. It is currently used for classroom instruction; eventually it could be used by one and/or both parties in real-world negotiation situations. In using the software, the negotiator enters his/her weights for each issue, function forms, and estimates of the partner's importance weightings. The system will then generate a graph depicting the utility for each side of all possible negotiation agreements. A click on the mouse allows users to see what contract(s) each dot in the graph represents, or where a specific contract would appear on the graph. At any time weights or estimates can be easily manipulated. The system helps teach the decision-analytic approach to negotiation and demonstrates how changes in preferences on the issues being negotiated affect the possible outcomes.

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Stephenson, David T. "Computer-Aided Instruction in Automated Instrumentation." Journal of Educational Technology Systems 14, no. 1 (January 1, 1985): 3–14. http://dx.doi.org/10.2190/xcgh-7jv9-mftg-vmbf.

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Bahr, John. "Computer-Aided Instruction in Perinatal Education." American Journal of Perinatology 3, no. 02 (April 1986): 147–50. http://dx.doi.org/10.1055/s-2007-999855.

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Dissertations / Theses on the topic "Computer aided instruction"

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Steinman-Veres, Marla. "Computer-aided instruction and simulations." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.

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Lin, Yinghua. "Computer aided instruction of special relativity." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774750.

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This thesis creates an small expert system that is based on Einstein's special relativity. The basic knowledge of special relativity and the bases for building an expert system are described. The concepts of special relativity are put into a knowledge base by changing the formulas into rules and facts. The Prolog language was used to develop the expert system. New information can be input that does not contradict the rules and facts already in the database. The system also uses computer graphics to demonstrate the physical concepts of relativity. By using this expert system, one can teach the basic knowledge of special relativity and solve some problems related to frames of reference moving with high speed.
Department of Computer Science

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Anderson, Tonya L. "Design of computer-aided instruction for basic statistics." Ohio : Ohio University, 1990. http://www.ohiolink.edu/etd/view.cgi?ohiou1183477603.

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Iglar, A. F., and Phillip R. Scheuerman. "Computer Aided Instruction in the Environmental Health Curricula." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etsu-works/2884.

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Raab, John A. "CATSY, computer aided teaching system : construction and implementation." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/415659.

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Computer Aided Teaching System (CATSY) is an interactive menu driven system that provides an instructor/presenter with an efficient teaching tool using microcomputer technology and a large screen projection system to enhance lecture presentations. Included in this thesis are descriptions of supporting graphics software and the computer peripherals used in the development of CATSY.The development of data structures used in CATSY is stressed in this thesis, along with their application to manipulate graphics and text. This thesis is intended to support and complement the masters thesis presented by Mr. Vincent Pedraza, which presents the system overview and system applications.

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Maskell, Dawn Marie. "Concept-flow diagrams: method for design of computer-aided instruction." Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23589.

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Current software design techniques are organized around either data transformation or stimulus-response control flow abstractions. Neither of these approached apply to the flow of presentation and answer analysis that characterizes computer-aided instruction. This thesis introduces a new design abstraction, concept-flow, and technique that exploits it in the design of tutorial software. The design technique uses concept-flow diagrams, which highlight presentation of information and verification of user comprehension. The technique is explained through application to a tutorial on the physics of underwater sound. The design and implementation of a prototype concept-flow interpreter are presented. This design technique and the associated interpreter allows for rapid construction of highly flexible computer-based tutorial strategies, useful for both traditional CAI applications and for more efficient help-sequence design in interactive systems.

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Bernier, Denise R. "An intelligent computer-aided instruction system for Naval ship recognition." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/27102.

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Durling, David. "Teaching with style : computer aided instruction, personality and design education." Thesis, Open University, 1996. http://oro.open.ac.uk/57627/.

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The investigation reported in this thesis concerns the possibility of automatically matching the learning styles of design students with appropriate styles of computer aided instruction (CAl). Individual adult learners exhibit preferences for the way information is presented and for the ways in which they are taught. These preferences arise from characteristics known as cognitive styles which are associated with personality. Cognitive dissonance occurs when there is a mismatch between styles of teaching and styles of learning. Under these conditions some students will be discouraged. A survey of students on typical design courses showed them to have particular learning preferences. In this respect they are differentiated from tutors who may prefer to teach in a different style. CAl systems also exhibit styles. These are manifest in features such as the computer's control of learning interactions and the form of information which the system delivers. Computer-based training has often been of a sequential, drill-andpractice kind which encourages rote learning. This style has met with limited success, and it is shown to be unsuitable for most design students. The Myers-Briggs Type Indicator (MBTI) is used to classify the psychological types of design students. Evidence of learning preferences from the MBTI and from related sources is given. From a theoretical description of learning episodes, a computer-based model is developed that provides CAl treatments matched to sixteen learning styles. It is concluded that CAl-based teaching of technological information to design students can be more optimally matched. The principles established have wider implications for communications between designers and others.

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Bochniak, Joseph Scott. "The Effectiveness of Computer-Aided Instruction on Math Fact Fluency." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/29.

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Sixth grade students at a Mid-Atlantic, urban, PreK-8 public school have shown weak mathematical performance. In accordance with the No Child Left Behind (NCLB) Act of 2001, the local district has implemented numerous policy changes to improve performance, but no substantial improvements in test scores have been seen so far. This project study focused on the development of automaticity and fluency of math facts to address this problem. The theoretical framework of the study was based on Haring and Eaton's instructional competency hierarchy framework, which claims that students who master basic mathematics skills are better able to progress to more general and abstract skills. A modified, quasi-experimental, nonequivalent control-group design was used with 2 groups of 20 sixth grade students who were neither randomly selected nor assigned to either group. Data analysis using one-way analysis of variance revealed that computer aided instruction--specifically, Fluency and Automaticity through Systematic Teaching and Technology (FASTT) Math--was more effective than the other classroom's mathematics instruction in developing multiplication fluency. In response, a curriculum policy recommendation was drafted as a project and will be presented to the board of education to conduct additional evaluations of FASTT Math as a supplemental tool in third through eighth grades in the district. This project is expected to contribute to social change by improving mathematics achievement which will create a mathematically literate cadre of students to meet the needs of 21st century employers, thus improving the quality of life in the broader community.

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Ragsdale, Daniel Joseph, and John Patrick Tidd. "Designing intelligent computer aided instruction systems with integrated knowledge representation schemes." Thesis, Monterey, California. Naval Postgraduate School, 1990. http://hdl.handle.net/10945/37532.

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Over the past twenty years, automated tutoring systems have gained an increasing recognition as a prominent area of Artificial Intelligence (AI). During this period, Intelligent Computer Aided Instruction (ICAI) systems have been developed using a variety of AI techniques to enhance the learning process. The core AI issue in designing these systems concerns knowledge representation. A review of current AI literature shows that there are numerous, distinctly different knowledge representation schemes, and most conventional programming environments do not readily support all of these representation schemes. This thesis proposes that tutoring systems are best designed in a programming environment that supports multiple, integrated knowledge representation schemes. Such an environment allows the designer to select and employ, with ease, the most natural knowledge representation scheme for each type of knowledge in the tutoring system. In this thesis we describe the components of a generalized ICAI system; discuss the various types of knowledge and knowledge representation schemes; and review the knowledge representation schemes used in several noted ICAI systems. In addition, we describe two prototype ICAI systems (Map Reading Tutor and Pilot Emergency Procedure Tutor) which we designed and developed in a specific programming environment that supports multiple, integrated knowledge representation schemes.

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Books on the topic "Computer aided instruction"

1

Robin, Cooper. CABIS, computer-aided bookkeeping instruction system. Reading, Mass: Addison-Wesley, 1987.

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Solveig, Olsen, and Modern Language Association of America., eds. Computer-aided instruction in the humanities. New York: Modern Language Association of America, 1985.

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C, Beakley George, Haden C. R, and American Society for Engineering Education. Pacific Southwest Section. Meeting, eds. Computer-aided processes in instruction and research. Orlando: Academic Press, 1985.

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Computer-aided instruction: A guide for authors. Pacific Grove, Calif: Brooks/Cole, 1991.

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Park, Roger. Computer-aided exercises on civil procedure. 4th ed. St. Paul, Minn: West Pub. Co., 1995.

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Park, Roger. Computer-aided exercises on civil procedure. 3rd ed. St. Paul, Minn: West Pub. Co., 1991.

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D, McFarland Douglas, ed. Computer-aided exercises on civil procedure. 5th ed. St. Paul, Minn: Thomson/West, 2004.

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Panayiotis, Zaphiris, and Zacharia Giorgos, eds. User-centered computer aided language learning. Hershey, PA: Information Science Pub., 2006.

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Barrow, Lisa. Technology's edge: The educational benefits of computer-aided instruction. [Chicago, Ill.]: Federal Reserve Bank of Chicago, 2007.

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Díaz de Ilarraza Sánchez, Arantza, and Isabel Fernández de Castro, eds. Computer Aided Learning and Instruction in Science and Engineering. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022584.

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Book chapters on the topic "Computer aided instruction"

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Shami, S. K., and S. Knight. "Computer-aided Instruction." In Computers in Gastroenterology, 139–44. London: Springer London, 1988. http://dx.doi.org/10.1007/978-1-4471-3259-2_18.

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Kac, Mark, Gian-Carlo Rota, and Jacob T. Schwartz. "Computer-Aided Instruction." In Discrete Thoughts, 207–30. Boston, MA: Birkhäuser Boston, 1986. http://dx.doi.org/10.1007/978-1-4899-6667-4_19.

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Kac, Mark, Gian-Carlo Rota, and Jacob T. Schwartz. "Computer-Aided Instruction." In Discrete Thoughts, 207–30. Boston, MA: Birkhäuser Boston, 1992. http://dx.doi.org/10.1007/978-0-8176-4775-9_19.

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Weik, Martin H. "aided instruction." In Computer Science and Communications Dictionary, 33. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_430.

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Panja, Madhurima, and Uttam Kumar. "Computer-Aided or Computer-Assisted Instruction." In Encyclopedia of Mathematical Geosciences, 1–5. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26050-7_63-1.

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Xu, Xiangzhe, Jinhua Wu, Yuting Wang, Zhenguo Yin, and Pengfei Li. "Automatic Generation and Validation of Instruction Encoders and Decoders." In Computer Aided Verification, 728–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81688-9_34.

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AbstractVerification of instruction encoders and decoders is essential for formalizing manipulation of machine code. The existing approaches cannot guarantee the critical consistency property, i.e., that an encoder and its corresponding decoder are mutual inverses of each other. We observe that consistent encoder-decoder pairs can be automatically derived from bijections inherently embedded in instruction formats. Based on this observation, we develop a framework for writing specifications that capture these bijections, for automatically generating encoders and decoders from these specifications, and for formally validating the consistency and soundness of the generated encoders and decoders by synthesizing proofs in Coq and discharging verification conditions using SMT solvers. We apply this framework to a subset of X86-32 instructions to illustrate its effectiveness in these regards. We also demonstrate that the generated encoders and decoders have reasonable performance.

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Noja, G. P. "New Frontiers for Computer Aided Training." In Computer-Based Instruction in Military Environments, 215–29. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-0915-4_17.

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Armstrong, Alasdair, Brian Campbell, Ben Simner, Christopher Pulte, and Peter Sewell. "Isla: Integrating Full-Scale ISA Semantics and Axiomatic Concurrency Models." In Computer Aided Verification, 303–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81685-8_14.

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AbstractArchitecture specifications such as Armv8-A and RISC-V are the ultimate foundation for software verification and the correctness criteria for hardware verification. They should define the allowed sequential and relaxed-memory concurrency behaviour of programs, but hitherto there has been no integration of full-scale instruction-set architecture (ISA) semantics with axiomatic concurrency models, either in mathematics or in tools. These ISA semantics can be surprisingly large and intricate, e.g. 100k+ lines for Armv8-A. In this paper we present a tool, Isla, for computing the allowed behaviours of concurrent litmus tests with respect to full-scale ISA definitions, in Sail, and arbitrary axiomatic relaxed-memory concurrency models, in the Cat language. It is based on a generic symbolic engine for Sail ISA specifications, which should be valuable also for other verification tasks. We equip the tool with a web interface to make it widely accessible, and illustrate and evaluate it for Armv8-A and RISC-V. By using full-scale and authoritative ISA semantics, this lets one evaluate litmus tests using arbitrary user instructions with high confidence. Moreover, because these ISA specifications give detailed and validated definitions of the sequential aspects of systems functionality, as used by hypervisors and operating systems, e.g. instruction fetch, exceptions, and address translation, our tool provides a basis for developing concurrency semantics for these. We demonstrate this for the Armv8-A instruction-fetch model and self-modifying code examples of Simner et al.

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Isaeva, Ekaterina. "Computer-Aided Instruction for Efficient Academic Writing." In Advances in Artificial Systems for Medicine and Education V, 546–55. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92537-6_50.

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Chin, Shiu Kai, and Jang Dae Kim. "An Instruction Set Process Calculus." In Formal Methods in Computer-Aided Design, 451–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-49519-3_29.

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Conference papers on the topic "Computer aided instruction"

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Murphy, M., F. Taylor, and L. Smithwick. "Computer-aided DSP instruction." In [Proceedings] ICASSP 91: 1991 International Conference on Acoustics, Speech, and Signal Processing. IEEE, 1991. http://dx.doi.org/10.1109/icassp.1991.150541.

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Johnson, Robert E. "Micro-computers and Computer Aided Design Instruction." In ACADIA 1986: Architectural Education, Research and Practice in the Next Decade. ACADIA, 1986. http://dx.doi.org/10.52842/conf.acadia.1986.173.

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Chilton, John C. "Computer Aided Structural Design in Architectural Instruction." In eCAADe 1992: CAAD Instruction: The New Teaching of an Architect. eCAADe, 1992. http://dx.doi.org/10.52842/conf.ecaade.1992.443.

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Chilton, John C. "Computer Aided Structural Design in Architectural Instruction." In eCAADe 1992: CAAD Instruction: The New Teaching of an Architect. eCAADe, 1992. http://dx.doi.org/10.52842/conf.ecaade.1992.443.

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Saldon-Eder, Marylene, Paul Rojas, Mary Grace Empasis, and Love Jhoye M. Raboy. "Computer Aided Instruction for Preschoolers In Mathematics." In International Conference on Education, Psychology and Social Science. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icepss.2014.14018.

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Kirtley, J. L. "Computer aided electromagnetic field instruction on Project Athena." In International Symposium on Antennas and Propagation Society, Merging Technologies for the 90's. IEEE, 1990. http://dx.doi.org/10.1109/aps.1990.115453.

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Dewi, Arlina, Muhammad Wahyu Ramadhan, and Dwijoko Purbohadi. "Chatting Facility Development on Computer Aided Instruction (CAI)." In ICEEL 2018: 2018 2nd International Conference on Education and E-Learning. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3291078.3291088.

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Huoyou Li. "Application of artificial intelligence in computer aided instruction." In 2009 International Conference on Test and Measurement (ICTM). IEEE, 2009. http://dx.doi.org/10.1109/ictm.2009.5413068.

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Skromme, B. J., P. J. Rayes, C. D. Whitlatch, Q. Wang, A. Barrus, J. M. Quick, R. K. Atkinson, and T. S. Frank. "Computer-aided instruction for introductory linear circuit analysis." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684839.

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Bártek, Květoslav, and Eva Bártková. "PUPILS' PERCEPTIONS OF COMPUTER AIDED INSTRUCTION IN MATHEMATICS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1014.

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Reports on the topic "Computer aided instruction"

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Barrow, Lisa, Lisa Markman, and Cecilia Rouse. Technology's Edge: The Educational Benefits of Computer-Aided Instruction. Cambridge, MA: National Bureau of Economic Research, August 2008. http://dx.doi.org/10.3386/w14240.

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Handler, B. H., P. A. France, S. C. Frey, N. F. Gaubas, K. J. Hyland, A. M. Lindsey, D. O. Manley, W. H. Hunnum, and D. L. Smith. NALDA (Naval Aviation Logistics Data Analysis) CAI (computer aided instruction). Office of Scientific and Technical Information (OSTI), July 1990. http://dx.doi.org/10.2172/6309584.

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Duncan, L. D., C. E. Hammons, R. Hume, J. Christian, B. H. Handler, and J. Phillips. Computer Aided Instruction (CAI) for the Shipboard Nontactical ADP Program (SNAP). Interim report. Office of Scientific and Technical Information (OSTI), January 1986. http://dx.doi.org/10.2172/6323859.

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Duncan, L. D., B. H. Handler, and S. G. Sparks. Computer aided instruction for the Naval Aviation Logistics Data Analysis System: Interim report. Office of Scientific and Technical Information (OSTI), December 1986. http://dx.doi.org/10.2172/7231352.

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Williams, Kent E., Cheryl J. Hamel, and Lisa B. Shrestha. An Evaluation of Characteristics Contributing towards Ease of User- Computer Interface in a Computer-Aided Instruction Exercise. Fort Belvoir, VA: Defense Technical Information Center, December 1987. http://dx.doi.org/10.21236/ada199458.

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Twitty, A. F., B. H. Handler, L. D. Duncan, P. J. Halsey, R. A. Bryant, K. E. Shaffer, A. M. Hallbick, and D. R. Alvaro. Design specifications for NALDA (Naval Aviation Logistics Data Analysis) CAI (computer aided instruction): Phase 2, Interim report. Office of Scientific and Technical Information (OSTI), December 1987. http://dx.doi.org/10.2172/5383392.

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