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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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Approved for public release; distribution is unlimitedCurrent 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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Approved for public release; distribution is unlimited.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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Hall, Andrew Moroni. "The Effectiveness of Computer-Based Tutorials in Learning Computer-Aided Design Methods for Tool Design Procedures." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd604.pdf.
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Moosavi, Seyed A. "A comparison of two computer-aided instruction methods with traditional instruction in freshmen college mathematics classes." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2192.
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Marais, A. F., and R. J. Gummow. "Computer-aided instruction to improve pass rates of first-year chemistry students." Journal for New Generation Sciences, Vol 7, Issue 3: Central University of Technology, Free State, Bloemfontein, 2009. http://hdl.handle.net/11462/545.
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Published ArticlePast imbalances in the South African education system continue to perpetuate in poorly resourced schools and inadequately skilled teachers, resulting in under-prepared university students. At Tshwane University of Technology (TUT) a computer-based intervention was developed to address two of the conceptual difficulties identified in prospective first-year Chemistry students. After implementation of the intervention, average improvements of 13.6% and 6.4% were obtained for the concepts of conservation of matter and physical and chemical change respectively. The students' attitudes towards computer-aided study, assessed using a semi-structured questionnaire, were found to be extremely positive despite limited computer access.
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Kimmel, Karl Joseph. "The Development and Evaluation of a Music Mnemonic-Enhanced Multimedia Computer-Aided Science Instructional Module." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30136.
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"CellSong" is a computer aided instructional (CAI) science module designed to help students recall information about cellular physiology. The program is designed to teach middle school learners the music mnemonic "Cell's Organelles" (© 1995 Karl Kimmel) in order to facilitate the recall of the targeted biological information. In addition to music, a computer animation is synched to the five minute music file to provide visual reinforcement for the song's lyrics.
Two male teachers, from two different rural southern schools (mTeacher and sTeacher) implemented the "CellSong" module in their classes. Students in mTeacher's class consisted of 12 fifth grade biology students. The other group was initially composed of all of sTeacher's sixth grade science classes (n=38). This group was divided into the regular three classes on its second exposure to the program.
The students filled out attitude surveys after five exposures to the program. All the sixth grade students took an aided recall tests immediately after the fifth exposure to the program. Thirteen of the sixth graders took the same test (retest) after seven days. Although the test scores were generally low, students who took the retest tended to be able recall the same items that they had recalled the week before.
The fifth grade class took one recall test four days after their last exposure to the program and scored higher than the sixth grade from the other school. These students were more favorable in their responses on the attitudinal survey. Students in the fifth grade class (and female students in the sixth grade classes) tended to enjoy the module and music mnemonic strategy. The sixth grade boys reported not enjoying it.Ph. D.
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Koh, Kyu Han Seals Cheryl D. "PineHill a novel approach to computer aided language learning /." Auburn, Ala., 2007. http://hdl.handle.net/10415/1365.
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El, Kordy Omar Mohamed. "The application of multimedia and knowledge based systems to computer aided engineering instruction." Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/21415.
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Randall, Robert Emile. "DR MECHO : a deep reasoning approach to subject knowledge in ICAI." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277093.
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Knowledge bases require a considerable investment of time and money to construct. For many applications the dual use of a knowledge base in an expert system and in a teaching system would be cost effective. This research addresses the issue of whether a single knowledge base that can be used effectively in an expert system can form the basis of a functionally effective teaching system. To understand what is meant by a "functionally effective" teaching system a review of computer-aided instruction and intelligent computer-aided instruction systems has been carried out. From this, a list of twelve functional requirements were identified that should be met by the subject knowledge contained in a teaching system, and therefore by a dual-purpose knowledge base. A review of expert systems was also undertaken, and this resulted in the generation of the hypothesis that the deep knowledge approach to the construction of expert systems could be used for the construction of a dual-purpose knowledge base. A test system, DR MECHO, was constructed from the MECHO program, which solves problems in the domain of statics. This new system included: a deep knowledge base; a meta-interpreter, to provide explanations of the reasoning process of DR MECHO; and a set of actions, referred to as teaching actions, which could replace some of DR MECHO's usual problem solving operations with student input. The performance of DR MECHO as an expert system, and its ability to meet the functional teaching requirements, were evaluated. DR MECHO performed well as an expert system. It also met most of the teaching requirements. The main underlying reasons for the latter were: its performance as an expert system, the explicit structuring of the knowledge base, and the observance of the "no function in structure" principle (the latter two being characteristics of deep knowledge systems
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Pedraza, Vincent. "CATSY, computer aided teaching system : system overview, graphics and applications." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/416441.
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Computer Aided Teaching System (CATSY) is an interactive graphics system, utilizing current microcomputer technology, along with a graphics tablet and a large screen projection system to enhance lecture presentations. Included in this thesis are descriptions of the supporting graphics software (POLY-ReGIS) and the computer peripherals used in the development of CATSY.The development of interactive graphics is stressed in this thesis. Applications of these graphics to CATSY are presented and an introduction to the data structures used in this system is also given. This thesis is intended to support and complement the masters thesis presented by Mr. John Raab, which deals primarily with the system implementation, data structures and the text editor used in CATSY.
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Puntambekar, Sadhana. "Investigating the effect of a computer tool on students' metacognitive processes." Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262651.
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Martin, Toby. "Analysis of proctor feedback accuracy in a computer-aided personalized system of instruction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0023/MQ51761.pdf.
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Hussain, Talib Sadik. "Self and guided improvement of the strategies of intelligent computer aided instruction systems." Thesis, Staffordshire University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334664.
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Parker, Stephen Frederick. "The use of computers in product design : a survey of current teaching and practice." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/21689.
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Jacobs, Dean A. "Formative evaluation of the Tactical Patrol Craft Trainer : a computer-based training evaluation." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1997. http://handle.dtic.mil/100.2/ADA331878.
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Ali, Mohammed Abdulmalik Awad. "Reading in a foreign language : effectiveness of computer-based reading instruction in comparison to teacher-based reading instruction." Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/11062.
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This study investigated the effectiveness of two methods of instruction, Teacher-Based Instruction (TBI) versus Computer-Assisted Language Learning (CALL), in improving undergraduate Arab learners' English reading ability in the three aspects of speed, comprehension and vocabulary knowledge. The Experimental Pre-test/Post-test Treatment Group Design was implemented in both experiments carried out in this study. Two samples of 100 and 150 students for Experiments I & II, respectively, were randomly chosen from two higher education institutions in the Arab world. Each sample was divided into two groups depending on learners' pre-instruction preferences for TBI or CALL methods. After eight weeks of instruction using one method, the students of the two groups exchanged instructional methods for another period of eight weeks. In both cases the learners attended three 90- minute reading lectures per week. Quantitative and qualitative data analysis showed that CALL was significantly more effective than TBI for improving the learners' reading ability in the three aspects targeted. Results showed that CALL was more effective due to different reasons: learners were more motivated to read and they enjoyed reading; CALL made learners' reading progress visible to them through immediate feedback; it fostered learner autonomy and their desire to be in control of the program and it offered the learners a large number of different reading activities to work on. Learners' suggestions for improving CALL were mainly related to increasing the time they can use CALL programs in learning to read. Findings of the study should encourage higher education institutions especially in the Arab world to take considerable steps towards utilising computers in instruction. Even at school level this utilisation should be considered, but further research should be carried out with learners at different age levels and in different regions in the Arab world.
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Honarvar, Hassanali. "Sequencing as a factor associated with students' ability to learn programming." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332692/.
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The problem of this study concerns the performance of students in computer programming following exposure to a computer-aided instruction (CAI) drill in sequencing and practice exercises. The purpose of this study was to determine whether or not student success rates improve in computer programming after completing CAI sequencing drills and practice exercises.
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Mustaffa, Mohd N. "An alternative user interface for an expanded version of the Computer Aided Teaching System (CATSY)." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/459232.
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A new version of a Computer Aided Teaching System, CATSY-3, was created in order to allow greater flexibility and efficiency than older versions of CATSY. In the implementation of CATSY-3, the menu was transferred from the screen to the data tablet. In the process, the control structure of CATSY was rewritten to allow complete freedom of movement from one menu option to any another.A keyboard input feature (KEYIN) is also included in CATSY-3 in order to allow a more rapid mode of menu selection and to allow the option of precision coordinate input. Additional menu options are included in CATSY-3, namely, COPY, MOVE, REFRESH_OBJECT, interactive COLOR change, automatic set-up for input devices, among others.The history and description of various electronic chalkboard` implementations are also presented in this thesis.
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Ho, Shuk-wai, and 何淑慧. "Using computer-aided learning to teach children with autism recognizing and predicting emotions in others." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27050373.
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Daugherty, Joyce J. "Pilot Study of The Efficacy of Computer Aided Instruction as a Supplemental Teaching Instrument for Dialysis Patients." UNF Digital Commons, 1997. http://digitalcommons.unf.edu/etd/232.
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This pilot study examined the feasibility of computer aided instruction (CAI) as supplemental interactive nutrition education for patients requiring chronic dialysis. The CAI prototype was developed using Gagne's Model of Instructional Design and the Theory of Planned Behavior. Forty-two patients were enlisted from a chronic dialysis clinic and assigned randomly to either treatment or comparison group. All subjects completed pre- and post-test questionnaires regarding their phosphorus-rich food consumption habits. Each group received the usual phosphorus control education adjunct to the monthly lab review. The experimental group also received supplemental education by CAI. Serum phosphorus lab results were assessed for change after use of the CAI. Near significance was observed between the study group's phosphorus lab results difference means, t = 1.79, df= 40, p = .08. Comparison of pre-test and post-test data assessed changes in the dependent variables, attitude, perceived control, intent and behavior. The differences for the behavioral dependent variables means were not significant as determined by t-tests. The CAI was well accepted (m = 1.47 ± 0.95) by the subjects without respect to gender or age. Interactive CAI nutrition education was acceptable. Replication with a larger sample would allow opportunity to determine the significance of differences.
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Pyper, Douglas. "An experimental investigation of the impact of using computer aided learning as a substitute for conventional instruction in two undergraduate accounting courses." Thesis, University of Aberdeen, 2003. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=153263.
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The purpose of the thesis is to investigate the use of computer aided learning (CAL) in undergraduate accounting education and establish its potential as a medium of instruction. In the thesis the use of CAL in accounting is explored in three major stages: first, established educational theories of learning and instruction are reviewed to identify a conceptual framework within which appropriate research questions can be formulated, second, established educational research methods are explored to identify an analytical framework within which the research questions can be meaningfully addressed, third, elements of the conceptual and analytical framework are combined to devise an experimental framework within which the use of CAL in accounting can be assessed and evaluated; this framework is used to critically examine existing empirical studies of CAL in accounting and also to support an experimental analysis of two CAL applications. The results of the experimental analysis suggest that the use of CAL does not adversely affect student performance and that the courseware used in the experiments provides an acceptable alternative to conventional instruction; however, the analysis also suggests that a comprehensive insight into the efficacy of CAL can only be obtained through an appropriate combination of both quantitative and qualitative research elements. In addition, it is suggested that any future evaluation of CAL should consider its potential impact on student learning processes and the election of an ‘approach to learning’.
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Johnfors, Karl. "IKT och lärande : En studie kring hur lärarens kunskapssyn påverkar undervisningen med IKT." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34104.
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Lärare använder IKT i olika utsträckning i verksamheten och de har olika kompetens när det gäller hur verktygen ska användas (Skolverket 2009). Kompetens och kunskapssyn är två begrepp som är nära förbundna. Lärarens kunskapssyn påverkar hur verktygen används i verksamheten och kompetensen påverkar om läraren kan använda verktygen på rätt sätt för att skapa möjligheter till lärande. I uppsatsen studeras lärarens kunskapssyn och hur den påverkar undervisningen med IKT. Frågeställningar: Hur kommer kunskapssyner till uttryck i lärarens undervisning med IKT? I uppsatsen görs en litteraturstudie av ett urval av studier som tolkats utifrån hur syner på kunskap kommer till uttryck genom lärarens undervisning med IKT. Det finns verktyg och metoder som bygger på sociokulturellt lärande, t.ex. CSCL verktyg och Write to Learn metoden, verktyg som bygger på behaviorism, CAI, och verktyg eller metoder som bygger på den pragmatiska kunskapssynen, utforskande av kunskap genom Inquiry. I resultaten framgår att kunskapssynerna kommer till uttryck med IKT verktyg och metoder när behavioristiska verktyg används i verksamheten men i mindre omfattning när verktyg och metoder som bygger på andra kunskapssyner används. Ett par faktorer framkommer i resultaten som påverkar om kunskapssynerna kommer till uttryck. Dessa faktorer är lärarens kompetens och förmåga att använda digitala verktyg.
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Brown, William Christopher. "An effective AutoCAD curriculum for the high school student." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1791.
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The instruction of computer assisted drafting (CAD) in the high school classroom presents unique problems and challenges that typical colleges, technical schools, and industry do not address. Including issues such as cross curriculum instruction, beginning and advanced students in the same class, several courses in the same room, CAD and manual drafting taught concurrently.
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Glore, Nolan David. "Virtual Clicker - A Tool for Classroom Interaction and Assessment." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/36054.
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Actively engaging students in the classroom and promoting their interaction, both amongst themselves and with the instructor, is an important aspect to student learning. Research has demonstrated that student learning improves when instructors make use of pedagogical techniques which promote active learning. Equally important is instructor feedback from activities such as in-class assessments. Studies have shown that when instructor feedback is given at the time a new topic is introduced, student performance is improved.
The focus of this thesis is the creation of a software program, Virtual Clicker, which addresses the need for active engagement, in-class feedback, and classroom interaction, even in large classrooms. When properly used it will allow for multi-directional feedback; teacher to student, student to teacher, and student to student. It also supports the use of digital ink for Tablet PCs in this interaction environment.Master of Science
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Eligeti, Vinod. "WriteOn—A Tool for Effective Classroom Presentations." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/30870.
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This thesis provides an introduction to an advance in technology-aided instruction. Most of the research in this area has focused on PowerPoint® based applications or white board-centered electronic ink applications with the capability of broadcasting slides, ink annotations and so forth, used for presentation or classroom lectures. But these tools lack the capability of annotating on any kind of applications with active content playing (a movie or a simulation, for instance) in the background. Additional useful, but currently unavailable functionality would include the capability of broadcasting the presentation information, which can further consist of lecture slides, ink annotations, video of the desktop screen activity, or any other application program that might be used to demonstrate a concept or illuminate an idea. Therefore, the current research attempts to provide these facilities with a new tool, WriteOn. WriteOn improves both the presentation of information and the interactivity in classroom instruction, because it gives the instructor the ability to ink annotate on any application by using a virtual transparency surface, called electronic vellum or simply eVellum, which in effect resides on top of all desktop window applications. The instructor can enable the vellum at any point during the lecture and write on it to draw diagrams, make notes, emphasize points, or otherwise elucidate the presentation content. The instructor can also pierce the eVellum in order to switch to different applications, modify an applications parameters or operating values, or otherwise manipulate an operating program as part of a classroom demonstration or discussion. These features allow the instructor to demonstrate the dynamic operation of any application, which is an improvement on a static PowerPoint display of a programâ s operation. With WriteOn, the instructor can save the ink annotations along with desktop screen activity over an interval of time as a movie file and later make this file available to students. Alternatively, the instructor can transmit to the students the presentation information along with ink annotations in real-time so that the students can make their own notes on top of information being produced by the instructor. Thus the tool can be used to enhance the interactive lecturing process and help students to develop good note-taking processes and habits.
WriteOn is also capable of saving the voice of the instructor, provided there is an audio device attached to the instructor's Tablet PC. However, broadcasting the instructor's voice is not yet fully supported. The WriteOn tool was developed using Microsoft's technologies: Windows Media Encoder® and DirectShow of DirectX®, as well as Microsoft's ConferenceXP API to achieve streaming of the presentation information.
The first chapter explains the need for computer tools used for effective teaching purposes. The second chapter presents the architectural and technical details of WriteOn. Chapter three describes the architecture of the WriteOn tool. Chapters four through six explain the major software components of the system and also give the pros and cons of the DirectShow and Windows Media Encoder technologies. The seventh chapter provides an explanation of the usage of the tool by instructors and students. The eighth chapter presents the experiences of the instructors and students using the WriteOn tool in the classroom and concludes with a discussion of future work in this area. The Appendix V provides a developers guide for those who might like to expand on this open source code.Master of Science
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Van, Zyl Kevin Clive. "The development and testing of a computer aided instructional resource for the teaching of physical science." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16077.
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Thesis (PhD)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: This study set out to develop and test a Computer Aided Instructional Resource for Physical Science in Grades 11 and 12. The software was tested in the context of Newtonian Mechanics. This study differed from most other studies in that it did not develop or test tutoring-type software that the learner uses on a one to one basis in a computer laboratory. It did, however, test and develop software to be used by the teacher in the classroom while teaching. A theoretical framework is presented, built on experience-based as well as literature-based theory. In this framework, the effects of computer interventions on the teaching and learning situation as reported in the literature are viewed within the South African context. In the light of what is reported in the literature, the education authorities’ attempts to disseminate the curriculum with the use of technology, are questioned. Reasons for not doing a quantitative assessment of learner understanding of concepts are presented with reference to criticism in the literature against such assessments. The dissertation reports on the type of questions that need to be asked according to the literature. This discussion then leads to research questions that describe a process for the developing and testing of a resource that could assist teachers in teaching Physical Science. Developmental methods as well as ways of assessing had to be researched to determine the best way in which such a resource could be developed and tested. During this research it was found that the implementation of Information and Communication Technology (ICT) to deliver the curriculum had focused more on the development of tutoring type software and it seemed that the use of computers for actual classroom instruction did not receive as much attention. It was however possible to identify developmental and assessment principles that were common to research that had been done and the project that is reported in this dissertation. The Computer Aided Instructional Resource (CAIR) was developed by the researcher in the form of a presentations package that the teacher could use in the classroom while teaching. It was tested in a Prototyping Stage in the researcher’s classroom before being tested in eight project schools during the Piloting Stage. This was done by connecting personal computers up to 74cm televisions and then displaying the CAIR on the TV whileteaching. This was made possible by TRAC South Africa that funded the project. It also provided an opportunity to assess the use of the TRAC system in the same schools. After assessment criteria had been identified, assessment instruments were developed to assess the project in different ways. There were questionnaires for each stage to be completed by learners and teachers as well as an observation instrument that was used by the researcher during classroom visits. These assessment instruments made it possible to assess the CAIR with respect to didactical, visual and technical considerations. Results of the empirical study are presented under the assessment criteria that had been identified and are discussed with reference to the original research questions. The results of the assessment were very positive for both the CAIR and TRAC systems. The study has however tried to focus on the negative rather than positive outcomes to present as unbiased a picture as possible of the assessment results. It was also necessary to focus on the negative to determine how and where the CAIR could be improved and, to make recommendations regarding the implementation of the TRAC system. Recommendations are also made for immediate action and further investigations.
AFRIKAANSE OPSOMMING: Hierdie studie het gepoog om a rekenaar gesteunde onderrighulpmiddel te ontwikkel en te toets. Die sagteware is ontwikkel en getoets in die konteks van die onderrig van meganika. Die studie verskil van die meeste ander studies daarin dat die sagteware nie ontwikkel is vir die gebruik van leerders in ’n een-tot-een situasie in ’n rekenaar laboratorium nie. Die sagteware is eerder ontwikkel om deur die onderwyser gebruik te word terwyl onderrig in die klaskamer plaasvind. ‘n Teoretiese raamwerk wat op ondervinding en literatuurnavorsing gebou is, word aangebied. In hierdie raamwerk word die effek wat rekenaarintervensies op die onderrigleer situasie het, soos in die literatuur vermeld, binne die Suid Afrikaanse konteks geplaas. Die opvoedkundige owerhede se pogings om die kurrikulum te versprei met behulp van tegnologie, word bevraagteken na aanleiding van inligting wat in die literatuur verkry is. Redes waarom ‘n kwantitatiewe evaluering van leerderbegrip van konsepte nie gedoen is nie, word aangebied met verwysing na kritiek teen sulke evaluerings vanuit die literatuur. Vrae wat volgens die literatuur wel gevra moet word, word gerapporteer. Hierdie bespreking lei na die navorsingsvrae wat ‘n proses beskryf vir die ontwikkeling en toetsing van ‘n hulpmiddel wat onderwysers van nut kan wees in die onderrig van Natuur en Skeikunde. Ontwikkelingsmetodes sowel as kwalitatiewe evaluering is nagevors om die beste metodes vir ontwikkeling en toetsing te bepaal. Daar is gevind dat die implementering van Inligting en Kommunikasie Tegnologie om die kurrikulum oor te dra, meer op tutorial-tipe sagteware gefokus het. Die gebruik van rekenaars vir klaskamerinstruksie het nie soveel aandag in die literatuur geniet nie. Dit was egter moontlik om beginsels vir ontwikkeling en toetsing te identifiseer wat in ander studies gebruik is en wat hier ook toegepas kon word. Die hulpmiddel is ontwikkel in die form van ’n aanbiedingspaket wat die onderwyser in die klaskamer kan gebruik terwyl hy of sy onderrig gee. Die prototype is in die navorser se klaskamer getoets voordat dit in agt projekskole in ’n loodsprogram getoets is. Dit is gedoen deur ‘n persoonlike rekenaar in elke klaskamer aan ’n 74cm televisie te koppel.Dit is moontlik gemaak deur TRAC Suid-Afrika wat befondsing vir die projek verskaf het. Dit het ook ’n geleentheid verskaf om ’n kwalitatiewe evaluering van die TRAC stelsel in dieselfde skole te doen. Nadat evalueringskriteria geïdentifiseer is, is meetinstrumente ontwikkel om die projek op verskillende maniere te toets. Vraelyste moes in elke fase deur leerders en onderwysers voltooi word. Daar was ook ’n instrument vir gebruik deur die navorser tydens klasbesoek. Die hulpmiddel kon sodoende getoets word in terme van didaktiese, visuele en tegniese aspekte. Die resultate van die empiriese studie word aangebied onder die evalueringskriteria en word bespreek met verwysing na die oorspronklike navorsingsvrae. Die resultate was baie positief vir beide die onderrighulpmiddel en die TRAC stelsel. In die studie is gepoog om resultate so neutral moontlik aan te bied deur eerder op die negatiewe te konsentreer. Dit was egter ook nodig om op die negatiewe te konsentreer om te bepaal hoe die hulpmiddel verbeter kon word en om aanbevelings ten opsigte van die implementering van die TRAC stelsel te maak. Aanbevelings is ook gemaak oor onmiddellike aksie wat geneem kan word, sowel as vir moontlike verdere ondersoek.
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Sen, Devjani. "Voice and text in computer-aided instruction, an examination of the effects of a bimodal component in a multimedia learning context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57715.pdf.
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Sen, Devjani Carleton University Dissertation Psychology. "Voice and text in computer-aided instruction an examination of the effects of a bimodal component in a multimedia learning context." Ottawa, 2000.
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Lynn, David F. "Automotive Design Education: Integrating Computer Based Tools with Traditional Techniques." Thesis, Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-04102006-020924/.
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Chiodo, Robert L. "Effects of Intelligent Computer-Aided Instruction Using Hypermedia, Database, and Expert Systems on the Skills Development and Performance of Entry-Level, Adult, WordPerfect Students." NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/451.
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The problem reported in this study is but a small part of much larger education problem. The larger problem revolves around a general apathy for continued learning and its counterpart towering competence. Intelligent computer-aided instruction (lCAI) is one alternative method that has been suggested for effectively teaching the masses.
The purpose of this study was to develop and test the effects of a four-module instructional system model on the skills development and performance of entry-level, adult, WordPerfect students.
This study used a post-test only control and treatment group design, Cronbach's reliability alpha, factor analysis, Pearson’s correlation coefficient, and a t-test for independent samples in the experimental process. It was found after a six-week term that the class (n= 17) composed of heterogeneous, adult, entry-level, students receiving the ICAl treatment scored significantly higher on the experiment's evaluations than the traditional-taught class (n=17) which did not utilize the computerized model.
The author concluded that the computerized ICAl model was effective in improving the responsiveness and learning experience of the participating students. It was also concluded that students of entry-level WordPerfect training perceive ICAI as a valuable instructional tool.
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Cheng, Bo, and 成波. "Investigating the effects of online collaborative concept mapping in influencing college students' interactional processes and learning in small groups." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/206651.
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Small group learning is widely advocated in educational institutions around the world and has drawn constant attention in research. Group interaction is a key component of group-based learning. However, its implementation in existing learning practices is inefficient. Previous studies discussed the use of concept mapping in group learning. Concept mapping as an external representation affords a communicative function that triggers shared cognition in collaborative learning. Empirical work reported the pedagogical usefulness of collaborative concept mapping in supporting group learning processes. However, there lacks an effort in systematically examining the effects of collaborative concept mapping in influencing students’ interactional processes according to frame works of group learning activities. This study in the first part examines the effects of collaborative concept mapping on interactional processes at the cognitive, metacognitive, and socio-emotional dimensions in group learning guided by frameworks of group learning activities. An experimental design method (i.e., concept mapping vs. no concept mapping) is used to examine the effects. Beyond, since task condition is a key issue in determining the effectiveness of intervention elements for shaping interaction, and concept mapping is used for pursuing different types of tasks in educational applications, this study takes task condition into account in the experimental design.
A salient problem in collaborative use of concept mapping in distance groups is that participants need to put special efforts into coordination of group activities. Prior studies proposed designing roles functioning at different aspects to structure group activities in collaborative concept mapping. Using roles was found to facilitate task-focused and reflective interaction. However, there is a lack of a systematic view in the design of roles to assist interaction considering the multidimensionality of group interaction. There also lacks empirical investigations into the effectiveness of assigning roles in concept mapping mediated group learning. To address these issues, this study in the second part proposes a role-based approach, i.e., assigning the roles including cognitive leader, metacognitive leader, and socio-emotional leader to participants, in collaborative concept mapping to facilitate group learning processes. An experimental study is implemented to evaluate the effectiveness of the intervention.
The study finds that concept mapping has different effects on group learning in different task conditions. Concept mapping effectively mediates learning processes and leads to superior task performances for conceptual tasks, while functions deficiently neither in mediating group learning processes nor in producing superior task performances for design tasks. Assigning roles in collaborative concept mapping is evidenced to be feasible and useful in improving socio-emotional experiences in group learning.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Bailey, Stacey M. "Content Assessment in Intelligent Computer-aided Language Learning: Meaning Error Diagnosis for English as a Second Language." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1204556485.
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Lansford, Carl Edwin. "The Relationship Between Time-On-Task in Computer-Aided Instruction and the Progress of Developmental Reading Students at the University of Texas at Brownsville and Texas Southmost College." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2275/.
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This research sought to determine what relationship exists between time-on-task in computer-aided instruction (CAI) using Destinations courseware and progress in reading ability of developmental reading students as indicated by the reading portion of the Texas Academic Skills Program (TASP) test. Time-on-task is the time during which a student actively works on Destinations activities, as recorded by the software management system. TASP, an exam required of all students in Texas public colleges, assesses reading, math, and writing skills. The population was made up of 482 students who took the TASP exam before and after CAI and who used Destinations CAI for remediation of reading skills. Null hypotheses were explored using Pearson correlation and linear multiple regression. The findings for the null hypotheses were the following: Ho1 - Correlation and linear regression correlation showed that time-on-task in Destinations CAI had no significant effect on the TASP scores of the population studied. Ho2 - Correlation and linear regression correlation showed that females made significantly better gains on the TASP test from CAI than males. Ho3 - Correlation and linear regression correlation showed that low-achiever students made no better gains on the TASP test from time-on-task in CAI than high-achiever students. Difference between the two group's gains was not statistically significant. Ho4 - The regression equations predicted the gain in TASP reading scores for less than 1% of the population studied. Only the regression equations for male students and female students separately were statistically significant. The researcher recommends replication of this study each semester to determine the effectiveness of CAI. Regular and systematic evaluation using pretest and posttest data will provide benchmarks so that the value of changes in instructional methods can be measured. This method of research can help to clarify questions that should be answered through other research methods.
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Blackner, Deborah Martin. "Prediction of Community College Students' Success in Developmental Math with Traditional Classroom, Computer-Based On-Campus and Computer-Based at a Distance Instruction Using Locus of Control, Math Anxiety and Learning Style." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2540/.
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The purpose of this study was to investigate the relationship between individual student differences and academic success in three pedagogical methods (traditional classroom, computer-aided instruction (CAI) in an on-campus setting, and CAI in a distance education setting) for developmental mathematics classes at the community college level. Locus of control, math anxiety and learning style were the individual differences examined. Final grade, final exam score and persistence were the indicators of success. The literature review focused on developmental mathematics, pedagogical techniques and variables contributing to academic performance. Two parallel research populations consisted of 135 Beginning Algebra students and 113 Intermediate Algebra students. The Rotter I-E Locus of Control Scale, the Abbreviated Mathematics Anxiety Rating Scale, the 4MAT Learning Type Measure, and an instrument to gather demographic data were used.
It was the conclusion of this study that the instructional methods were not equal with respect to achievement. In Beginning Algebra, the CAI students received significantly higher final grades than did the traditionally taught students. In Intermediate Algebra traditional students scored significantly higher on the final exam than did the CBI students. There were more students persisting than expected in traditionally taught Beginning Algebra and no significant difference in attrition in Intermediate Algebra.
There was no significant prediction of achievement in Beginning Algebra. For Intermediate Algebra math anxiety was a significant predictor for final exam percentage and locus of control was a significant predictor for final grade percentage. Only the instructional method contributed significantly to the prediction of attrition.
While these findings are statistically significant, they account for only a small part of student success. However, the results had implications for the future. In particular, further study should be given to the question of whether CAI, and its associated expenses, is prudent for developmental mathematics instruction.
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PINHEIRO, VALDERES F. "Modelo organizacional de ensino a distancia para instituicoes tecnologicas." reponame:Repositório Institucional do IPEN, 2004. http://repositorio.ipen.br:8080/xmlui/handle/123456789/11192.
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Made available in DSpace on 2014-10-09T12:49:22Z (GMT). No. of bitstreams: 0Made available in DSpace on 2014-10-09T14:02:29Z (GMT). No. of bitstreams: 0
Tese (Doutoramento)
IPEN/T
Instituto de Pesquisas Energeticas e Nucleares - IPEN/CNEN-SP
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Rose, Theron S. "Computer aided instruction in engineering." Thesis, 1985. http://hdl.handle.net/10945/21208.
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翁基勝. "Motivational-Oriented Computer Aided Instruction." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/97118923299882112748.
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張玲娥. "Computer-Aided-Instruction Expert System." Thesis, 1992. http://ndltd.ncl.edu.tw/handle/74468496757961144598.
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Leung, Yiu-Man. "A computer-aided personalized system of instruction." 1988. http://hdl.handle.net/1993/9538.
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Sheu, Ming-Shyang, and 許明賢. "The developed software for computer-aided instruction." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/67661038743896331279.
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碩士國立海洋大學
機械與輪機工程學系
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Recently related researches on multimedia instruction has been recognized broadly. However, the developed software for computer-aided instruction (CAI) merely focuses on how to attract the learner. They neglect a systematic evaluation on the instruction objectives and learning effectiveness. As a consequence, the accomplishment of the developed software seems not obvious and the expected goal is not reached completely .The objective of this project is to develop an interactive multimedia software. Initially an β-version is designed upon the user requirement, which evaluated by the end-user. Following the feedback from the evaluation, a detailed modification of the β-version will be conducted. During the development, the multimedia software also considers to make up the deficiency of the traditional instruction philosophy. Finally, a comparison between the multimedia instruction methodology and the traditional instruction method will be addressed to evaluate the accomplishment and effectiveness of the developed multimedia CAI software.
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Mohaisen, Shyma. "A content delivery system for computer aided language instruction." Thesis, 2008. http://spectrum.library.concordia.ca/976196/1/MR45313.pdf.
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North American children have a variety of cultural and linguistic backgrounds. For children whose mother tongue is still being spoken at home, maintaining and advancing parental linguistic instruction is an ongoing effort. This effort must be upheld by the parents and other classroom based media if the child is to preserve and further his mother language acquisition. We propose a means for computer assisted language delivery based on an expandable language content delivery system. The system is applied to the instruction of the Arabic language for grade one, second language instruction. All aspects of the delivery process are demonstrated in terms of letter shape, composition, recognition, connection shapes, and relevant vocabulary models. The model discussed in this thesis is relevant to the instruction of cursive languages such as Urdu or Persian. We drew on relevant research to enhance and contrast our system where necessary. A system designed based on the model gave rise to the creation of an engaging, user oriented interactive software application for the use of children at the grade one level. A total of seven students were asked to use the software and their interaction was observed and analyzed. The results of our experiments reveal acceptance and enhanced language acquisition as demonstrated by the evaluation experiments.
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Wylie, Lisa Marie. "TUTOR: A computer-aided tutorial in PROLOG." 1985. http://hdl.handle.net/2097/27612.
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