Journal articles: 'Computer-assisted instruction Learning'

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Keengwe, Jared, and Farhan Hussein. "Computer-Assisted Instruction." International Journal of Information and Communication Technology Education 9, no. 1 (January 2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.

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The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.

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Longmuir, Kenneth J. "Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms." Advances in Physiology Education 38, no. 1 (March 2014): 34–41. http://dx.doi.org/10.1152/advan.00083.2013.

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In this project, the traditional lecture hall presentation of acid-base physiology in the first-year medical school curriculum was replaced by interactive, computer-assisted instruction designed primarily for the iPad and other mobile computer platforms. Three learning modules were developed, each with ∼20 screens of information, on the subjects of the CO2-bicarbonate buffer system, other body buffer systems, and acid-base disorders. Five clinical case modules were also developed. For the learning modules, the interactive, active learning activities were primarily step-by-step learner control of explanations of complex physiological concepts, usually presented graphically. For the clinical cases, the active learning activities were primarily question-and-answer exercises that related clinical findings to the relevant basic science concepts. The student response was remarkably positive, with the interactive, active learning aspect of the instruction cited as the most important feature. Also, students cited the self-paced instruction, extensive use of interactive graphics, and side-by-side presentation of text and graphics as positive features. Most students reported that it took less time to study the subject matter with this online instruction compared with subject matter presented in the lecture hall. However, the approach to learning was highly examination driven, with most students delaying the study of the subject matter until a few days before the scheduled examination. Wider implementation of active learning computer-assisted instruction will require that instructors present subject matter interactively, that students fully embrace the responsibilities of independent learning, and that institutional administrations measure instructional effort by criteria other than scheduled hours of instruction.

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Christinaz, Daniel, and Frederick G. Knirk. "Environmental Requirements for Computer Assisted Instruction." Proceedings of the Human Factors Society Annual Meeting 31, no. 2 (September 1987): 228–32. http://dx.doi.org/10.1177/154193128703100221.

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Physical learning environments for computers require special consideration and design. The better this “electronic classroom” environment is designed, the greater are the chances that the desired learning will occur. The design/selection of acoustical, lighting, HVAC factors and space/furniture affect each individual. Physical environments effects student learning, physiology and affect. Behavioral science data regarding color, form, acoustics, light intensity, light contrast, and temperature is useful when designing spaces for learning via computer. In this paper we will examine many of the environmental factors which facilitate or inhibit student progress.

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Torgesen, Joseph K., and Theodore A. Barker. "Computers as Aids in the Prevention and Remediation of Reading Disabilities." Learning Disability Quarterly 18, no. 2 (May 1995): 76–87. http://dx.doi.org/10.2307/1511196.

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This article provides examples of ways that computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer-assisted instruction and practice in reading is fit within an instructional model for LD children that recognizes their special needs for assistance in acquiring accurate and fluent word identification skills. The theory that reading disabilities are phonologically based is discussed as a context for focusing instruction on alphabetic reading skills. Computer programs that provide training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence about their instructional effectiveness is presented.

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Whyte, Michael M., Dolores M. Karolick, Milton C. Nielsen, Gregory D. Elder, and W. Thomas Hawley. "Cognitive Styles and Feedback in Computer-Assisted Instruction." Journal of Educational Computing Research 12, no. 2 (March 1995): 195–203. http://dx.doi.org/10.2190/m2av-gehe-cm9g-j9p7.

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Feedback during student practice is considered a fundamental component of well-designed computer-assisted instruction (CAI). This project focuses on the appropriate applications of feedback in a CAI lesson which teaches knowledge bases and concepts. The student's learning style/characteristics are a factor in the process. The project follows a 4 × 2 design which includes a pretest, intervention, posttest, and delayed posttest model. The factors of the design are feedback (KCR, KCRI, KOR, KORI) and learner characteristics (field dependent, field independent). The learners, freshmen cadets at the USAF Academy, were assigned to treatment groups via stratified random sampling. Stratification was based on pretest scores of prior knowledge and learner characteristics. The results of the primary intervention, level of feedback, were statistically significant, favoring increasing levels of information feedback. This article also provides instructors, instructional designers and authors of computer-assisted instruction useful methodologies for implementing the results in instructional products.

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Rushinek, Avi, Sara F. Rushinek, and Joel Stutz. "The Learning Curve: Computer Assisted Instruction and Programming." Journal of Educational Computing Research 1, no. 2 (May 1985): 149–55. http://dx.doi.org/10.2190/l0a7-cxr5-bg3w-mg6c.

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The present study evaluates the learning curve of students who are learning to program in BASIC via classroom instruction supplemented by the use of Computer Assisted Instruction (CAI) software tutorials. This study identifies the “difficult to understand” areas. It concludes that some topics are significantly more difficult to understand as compared to other topics. It further appears that as the level of topic difficulty increases, the additional complexity offsets the effects of the learning phenomena, leading to a slower pace of learning more advanced topics. The understanding of such problems may be helpful for system resources planning and control.

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Reid, John C., and Joyce A. Mitchell. "The Improvement of Learning in Computer Assisted Instruction." Journal of Educational Technology Systems 19, no. 4 (June 1991): 281–89. http://dx.doi.org/10.2190/9cxv-7cd0-qkea-x8mn.

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Hughes, Diana L., Marc E. Fey, Marilyn K. Kertoy, and Nickola Wolf Nelson. "Computer-Assisted Instruction for Learning Developmental Sentence Scoring." American Journal of Speech-Language Pathology 3, no. 3 (September 1994): 89–95. http://dx.doi.org/10.1044/1058-0360.0303.89.

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Brown, Ted, Brett Williams, Shapour Jaberzadeh, Louis Roller, Claire Palermo, Lisa McKenna, Caroline Wright, et al. "Predictors of attitudes to e‐learning of Australian health care students." Journal of Applied Research in Higher Education 2, no. 1 (January 1, 2010): 60–76. http://dx.doi.org/10.1108/17581184201000006.

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Computers and computer‐assisted instruction are being used with increasing frequency in the area of health science student education, yet students’ attitudes towards the use of e‐learning technology and computer‐assisted instruction have received limited attention to date. The purpose of this study was to investigate the significant predictors of health science students’ attitudes towards e‐learning and computer‐assisted instruction. All students enrolled in health science programmes (n=2885) at a large multi‐campus Australian university in 2006‐2007, were asked to complete a questionnaire. This included the Online Learning Environment Survey (OLES), the Computer Attitude Survey (CAS), and the Attitude Toward Computer‐Assisted Instruction Semantic Differential Scale (ATCAISDS). A multiple linear regression analysis was used to determine the significant predictors of health science students’ attitudes to e‐learning. The Attitude Toward Computers in General (CASg) and the Attitude Toward Computers in Education (CASe) subscales from the CAS were the dependent (criterion) variables for the regression analysis. A total of 822 usable questionnaires were returned, accounting for a 29.5 per cent response rate. Three significant predictors of CASg and five significant predictors of CASe were found. Respondents’ age and OLES Equity were found to be predictors on both CAS scales. Health science educators need to take the age of students and the extent to which students perceive that they are treated equally by a teacher/tutor/instructor (equity) into consideration when looking at determinants of students’ attitudes towards e‐learning and technology.

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Kiraly, Zsuzsanna. "Solfeggio 1: A Vertical Ear Training Instruction Assisted by the Computer." International Journal of Music Education os-40, no. 1 (May 2003): 41–58. http://dx.doi.org/10.1177/025576140304000105.

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The aim of this paper is to describe the process of solfège learning when assisted by computers. The research was conducted in the Länsi-Uusimaa Music Institute in Finland. The study focused on pupils’ attitudes, opinions, motivation, and learning-outcomes using computer-based music learning. We also examined how Solfeggio 1, the new electronic ear-training material, works. Jukka Louhivuori (1990) has examined the didactical questions of computer-assisted music education. He emphasized that learning music with a computer does not mean the replacement of “real” music. The notions of learning and teaching can change in quality, mainly in the area of “learning-by-doing” and “discovery learning” in the computer-assisted music classroom. It was found that computer-assisted music learning is more agreeable and effective than traditional music learning. Although results showed that we need a well-functioning, modern environment and a well-educated “researcher-teacher,” well-motivated pupils are the most important aspects.

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Yulianto, Budi, Eileen Heriyanni, Radinal Eliset Sembiring, Rininta Amalia, and Rudy Fridian. "Aplikasi Pembelajaran Algoritma Dasar Interaktif Berbasiskan Computer Assisted Instruction." ComTech: Computer, Mathematics and Engineering Applications 4, no. 2 (December 1, 2013): 1255. http://dx.doi.org/10.21512/comtech.v4i2.2611.

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Book as a learning method is less effective and interactive since it can not deliver motion animation. Thus, a more interactive learning method is needed to have a better learning process. The goal of the research is developing an application that provides easiness for students in learning algorithm by combining computerassited instruction (CAI) and internet technology. On the development phase, the research methodo uses fact finding by a survey to students who are or have been learning algorithm and a literature study, and also waterfall method for software development. The research output is a CAI application for learning algorithminteractively. The developed application is interactive for learning process and able to help students in deepen algorithm topics.

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Brudenell, Ingrid, and Connie Stewart Carpenter. "Adult Learning Styles and Attitudes Toward Computer Assisted Instruction." Journal of Nursing Education 29, no. 2 (February 1, 1990): 79–83. http://dx.doi.org/10.3928/0148-4834-19900201-08.

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Sicoli, Thomas R. "Computer Assisted Instruction in Spelling for the Learning Disabled." Journal of Reading, Writing, and Learning Disabilities International 1, no. 4 (July 1985): 89–91. http://dx.doi.org/10.1080/0748763850010411.

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Stănescu, Rareş. "Utilization of Computer-assisted Instruction in Learning Tennis Strategies." Procedia - Social and Behavioral Sciences 117 (March 2014): 38–44. http://dx.doi.org/10.1016/j.sbspro.2014.02.175.

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Aliasgari, Majid, Nosrat Riahinia, and Fariba Mojdehavar. "Computer‐assisted instruction and student attitudes towards learning mathematics." Education, Business and Society: Contemporary Middle Eastern Issues 3, no. 1 (March 2, 2010): 6–14. http://dx.doi.org/10.1108/17537981011022779.

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Cook, David A. "Revisiting Cognitive and Learning Styles in Computer-Assisted Instruction." Academic Medicine 87, no. 6 (June 2012): 778–84. http://dx.doi.org/10.1097/acm.0b013e3182541286.

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Cordell, Barbara J. "A study of learning styles and computer-assisted instruction." Computers & Education 16, no. 2 (January 1991): 175–83. http://dx.doi.org/10.1016/0360-1315(91)90024-l.

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Hwang, Yan Ling, Pei Wen Huang, and Li Ping Hsu. "Impacts of Langauge Learning Based on Computer-Assisted Language Learning Instruction." Applied Mechanics and Materials 479-480 (December 2013): 928–33. http://dx.doi.org/10.4028/www.scientific.net/amm.479-480.928.

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In order to enhance students' learning motivation, scholars have been investigating the best teaching instruction methods for learning English. The efficacy of multimedia has drawn great attention to this issue and is presumed, under the assumption of adding an additional channel of media to transmit a message, to dramatically enhance communication and comprehension.1Multimedia technology (such as TV, computers, networks, Youtube, E-mail, and interactive multimedia) aids the teaching technique of integrating real-life target language situations into the language classroom. In this particular setting, learners gradually develop their language skills by being exposed to genuine target language environments. Hartman indicated that the multiple-channel theory, involving at least two of the channels under consideration here, increases learners' language comprehension.2

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Aşkar, Petek, Hülya Yavuz, and Metin Köksal. "Students’ perceptions of computer assisted instruction environment and their attitudes towards computer assisted learning." Educational Research 34, no. 2 (June 1992): 133–39. http://dx.doi.org/10.1080/0013188920340204.

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de Koning, Baukje, Marieke Timmerman, Paul van Geert, and Bieuwe van der Meulen. "Identifying Learning Trajectories While Playing a Learning-to-Learn Computer Game in Different Children and Instruction Types." Journal of Cognitive Education and Psychology 13, no. 1 (2014): 53–75. http://dx.doi.org/10.1891/1945-8959.13.1.53.

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This research focuses on identifying learning trajectories expressed among children playing a learning-to-learn computer game and examining the relationships between the learning trajectories and individual characteristics such as developmental age, prior knowledge, and instruction type (adult- and/or computer-assisted, or no instruction). Each child in the sample (N = 184; ages 2.6–4.2 years) repeatedly played the game, resulting in 13 measurements. At each measurement, we registered 7 aspects of mouse behavior such as error frequency, mouse click frequency, and reaction times. Based on those data, we identified 6 types of learning trajectories with multilevel latent class growth analysis. The types appeared significantly related to developmental age, prior knowledge, and type of instruction. Furthermore, prior knowledge appeared the best predictor; specifically among children with moderate prior knowledge having received instruction was associated with better performances than no instruction. The results support the conclusion that children at risk have a high probability of showing benefits in their learning-to-learn skills while playing this educational computer game. However, more adapted games, with more variation and adult-assisted instruction, would also benefit children with uninhibited behavior.

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Lekitoo, John, La Moma, and Darma Andreas Ngilawajan. "PENINGKATAN HASIL BELAJAR SISWA KELAS XI SMA NEGERI 4 AMBON PADA MATERI IRISAN KERUCUT DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF MELALUI MEDIA PEMBELAJARAN CAI (COMPUTER ASSISTED INSTRUCTION) BERBANTUAN SOFTWARE GEOGEBRA." JUPITEK: Jurnal Pendidikan Matematika 1, no. 1 (April 6, 2019): 41–46. http://dx.doi.org/10.30598/jupitekvol1iss1pp41-46.

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Theaims of this study is to improve the learning outcomes of grade XI students of SMA Negeri4 Ambon in cone slice material using a cooperative learning model through CAI (Computer Assisted Instruction) learning media assisted by geogebrasoftware. Students divided into small groups (3 groups) with each groups consist of 5-6 students who have varied abilities. The results showed that by using the cooperative learning model throughlearning media CAI (Computer Assisted Instruction)assisted by geogebrasoftware, there was an increase in the learning outcomes of grade XI MIA students at SMA Negeri 4 Ambon

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Simarmata, Janner, Tonni Limbong, Efendi Napitupulu, S. Sriadhi, A. R S Tambunan, Enny Keristiana Sinaga, Suhairiani ., et al. "Learning Application of Multimedia-Based-Computer Network Using Computer Assisted Instruction Method." International Journal of Engineering & Technology 7, no. 2.13 (April 15, 2018): 341. http://dx.doi.org/10.14419/ijet.v7i2.13.16916.

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In conventional learning, teachers frequently face difficulties to deliver their materials due to limited time and practical materials in teaching network computer. Conventional teaching process, especially practical materials, has still not yet been optimal. Thus, computer and multimedia based learning is required to help the students. Besides it can reduce costs in practical materials procurement, the students can absorb the given knowledge well without thinking of the costs to buy the practical materials. Computer Assisted Instruction Method can present the learning using various media either by picture or video that can assist the effective learning process and simplify the students to manage the learning speed since it is combined with the multimedia. By doing this, the students can practice the lesson materials, study whenever and wherever they want. Compuer learning application prioritize user interface, user friendly, which can make the students be diligent and passionate in learning.

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Janfaza, Abusaied, Yousof Rezaei, and Afshin Soori. "Is Computer Assisted Language Learning Effective in Improving Learning Vocabulary among Iranian EFL Students?" JOURNAL OF ADVANCES IN LINGUISTICS 4, no. 2 (August 23, 2014): 402–7. http://dx.doi.org/10.24297/jal.v4i2.2145.

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The current study tried to investigate the impacts of using Computer Assisted Language Learning (CALL) on the development of vocabulary in comparison to the traditional method of vocabulary instruction by using the printed text materials among Iranian EFL students in a language institute in Jiroft, Iran. To conduct the study, 40 students were selected. Thus, the students were randomly divided into two equal groups of 20 students in each group, an experimental and a control group. A pre-test which was a vocabulary test was administered to all participants. The results of t-test revealed that there was no significant difference between in terms of vocabulary knowledge. The students in the experimental group had 12 sessions of instruction. They used CALL. The control group had the same hours of instruction, but the instruction was on paper and they didn't receive any audio-visual features. The result of paired sample t-test between pre-test and post-test indicated that there was a significant difference between the performance of the experimental and control groups in vocabulary knowledge. The vocabulary knowledge of the participants improved through CALL instruction.

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Saidi, Houshmand. "The Impact of Advance Organizers upon Students' Achievement in Computer-Assisted Video Instruction." Journal of Educational Technology Systems 22, no. 1 (September 1993): 29–38. http://dx.doi.org/10.2190/pqxy-m6nt-ut6b-r618.

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One of the newer tools for instruction today is Computer-Assisted Video Instruction (CAVI). The focus of this study was the impact of advance organizers as an instructional strategy upon students' achievement in CAVI. Specifically, this research examined the increase of students' rule-learning when exposed to advance organizers presented in a CAVI mediated lesson. It was hypothesized that subjects who receive the advance organizer treatment in a CAVI mediated lesson would achieve higher mean rule-learning test scores than those who do not receive the advance organizer treatment. To test the hypotheses, a sample of seventy college students were subjected to one of two treatment conditions. The instructional material dealing with rule-learning in basic computer programming for the CAVI lesson was developed on the basis of the Principles of Instructional Design suggested by Gagne' and Briggs [1]. The advance organizer for the CAVI mediated lesson was developed based on Ausubel et al.'s conceptual definition of the term [2]. Translated into operational terms, Mayer's checklist of attributes for advance organizers provided the basis for the advance organizer developed [3]. The results—obtained by a 2 × 2 factorial posttest—showed that the visual-spoken advance organizer did not significantly influence rule-learning in the CAVI situation.

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Huang, Albert H. "Challenges and Opportunities of Online Education." Journal of Educational Technology Systems 25, no. 3 (March 1997): 229–47. http://dx.doi.org/10.2190/de8w-da78-fh16-5k89.

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Recently, the continuing development of telecommunication technology has enabled the creation of a new form of education—online education (OLE). OLE provides the flexibility and efficiency of computer-assisted instruction as well as the individual attention and support of instructor-guided instruction. It brings many new opportunities and challenges to schools, instructors, and students. The development of OLE has significant implications for traditional education. The change of communication channels and methods subsequently change the requirements for instructional skills, learning skills, administrative services, and educational facilities. Traditional schools, instructors, and students must prepare themselves with new tools and skills to meet the new challenges.

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Corbett, Mona R., Christine D. Townsend, and Jayne M. Zajicek. "THE EFFECTIVENESS OF COMPUTER - ASSISTED INSTRUCTION IN A HORTICULTURE PLANT IDENTIFICATION CLASS." HortScience 27, no. 6 (June 1992): 673b—673. http://dx.doi.org/10.21273/hortsci.27.6.673b.

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Plant identification is a prerequisite to many, if not all, horticulturally related classes. It typically has been taught through the use of live specimens, slides, and text books. Recently, computers have entered the picture as a possible tool to teach plant identification. Increased availability and sophistication of computer systems in the college setting have led to the increased use of computers in instruction. The objective of this study was to determine if there was a relationship between a student's learning style and academic achievement following computer assisted instruction. Undergraduate students enrolled in a plant identification class were involved in the study. Students learned plant identification either by: 1) viewing live specimens, 2) utilizing a computer instruction database system, or 3) combining live specimens with computer instruction. The students' cognitive knowledge was evaluated with pre and post tests. Learning style and attitude toward computer assisted instruction were also obtained.

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Ruliah, Ruliah, Bahar Bahar, and Andita Suci Pratiwi. "MODEL PEMBELAJARAN SISTEM BASIS DATA BERBASIS COMPUTER ASSISTED INSTRUCTION." Instruksional 2, no. 1 (June 17, 2020): 27. http://dx.doi.org/10.24853/instruksional.2.1.27-34.

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ABSTRACT The direct (face-to-face) learning approach that is centered on the teacher in Data Base System lectures causes the learning process to be passive. Students' understanding is not optimal in certain competencies so that the final average of students does not reach the predetermined competency standards. This paper presents a learning model for Computer Assisted Instruction (CAI) Database System with a combination of Tutorial and Drill and Practice models. The research uses the R & D (Research and Development) method with three main stages, namely conducting an initial study to find information about the learning model to be developed, developing a model based on the results of the problem study, and conducting field trials. The results of the pretest and posttest showed an increase in learning completeness by 72.41%, as evidenced by the significance test which experienced a significant increase. Keywords: Learning Model, Database System, Computer Assisted Instruction, Research and Development, Tutorial, Drill and PracticeABSTRAK Pendekatan pembelajaran langsung (tatap muka) yang berpusat pada pengajar dalam perkuliahan Sistem Basis Data menyebabkan proses belajar menjadi pasif. Pemahaman mahasiswa tidak maksimal pada bagian kompetensi tertentu sehingga rerata nilai akhir mahasiswa tidak mencapai standar kompetensi yang telah ditetapkan. Paper ini menyajikan model pembelajaran Sistem Basis Data berbantuan Komputer (Computer Assisted Instruction/ CAI) dengan kombinasi model Tutorial dan Drill and Practice. Penelitian menggunakan metode R & D (Research and Development) dengan Tiga tahapan utama, yaitu melakukan studi awal untuk mencari informasi mengenai model pembelajaran yang akan dikembangkan, mengembangkan model berdasarkan hasil kajian permasalahan, dan melakukan uji coba lapangan. Hasil uji pretest dan posttest menunjukkan adanya peningkatan ketuntasan belajar sebesar 72,41%, yang dibuktikan dengan uji signifikasi yang memperlihatkan adanya peningkatan yang signifikan. Kata Kunci: Model Pembelajaran, Sistem Basis Data, Computer Assisted Instruction, Research and Development, Tutorial, Drill and Practice

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Richardson, D. "Student perceptions and learning outcomes of computer-assisted versus traditional instruction in physiology." Advances in Physiology Education 273, no. 6 (December 1997): S55. http://dx.doi.org/10.1152/advances.1997.273.6.s55.

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This study compared student perceptions and learning outcomes of computer-assisted instruction against those of traditional didactic lectures. Components of Quantitative Circulatory Physiology (Biological Simulators) and Mechanical Properties of Active Muscle (Trinity Software) were used to teach regulation of tissue blood flow and muscle mechanics, respectively, in the course Medical Physiology. These topics were each taught, in part, by 1) standard didactic lectures, 2) computer-assisted lectures, and 3) computer laboratory assignment. Subjective evaluation was derived from a questionnaire assessing student opinions of the effectiveness of each method. Objective evaluation consisted of comparing scores on examination questions generated from each method. On a 1-10 scale, effectiveness ratings were higher (P < 0.0001) for the didactic lectures (7.7) compared with either computer-assisted lecture (3.8) or computer laboratory (4.2) methods. A follow-up discussion with representatives from the class indicated that students did not perceive computer instruction as being time effective. However, examination scores from computer laboratory questions (94.3%) were significantly higher compared with ones from either computer-assisted (89.9%; P < 0.025) or didactic (86.6%; P < 0.001) lectures. Thus computer laboratory instruction enhanced learning outcomes in medical physiology despite student perceptions to the contrary.

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Kaleli, Yavuz Selim. "The Effect of Computer-Assisted Instruction on Piano Education: An Experimental Study with Pre-service Music Teachers." International Journal of Technology in Education and Science 4, no. 3 (June 19, 2020): 235–46. http://dx.doi.org/10.46328/ijtes.v4i3.115.

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This study investigated the effect of computer assisted teaching practices in piano courses in Department of Music Education of Faculty of Education on students’ success, piano playing skills and to what extent they provided permanent learning. The research was carried out with the pre-test/post-test research design with a control group, one of quasi experimental designs. In the study, the experimental group was provided computer-assisted piano instruction, while the control group received the regular curriculum instruction. There were 7 female and 6 male students in the control group and 6 male and 7 female students in the experimental group. A computer-assisted piano instruction program was developed for the experimental group. Instruction in the experimental and control groups lasted for 10 lessons. Piano Achievement Test and Piano Observation Form were used as data collection tools. Mann Whitney U test was used to test permanent learning and the success and piano skills of the groups. The results of the research show that computer assisted piano instruction applied in the experimental group is more effective than the regular curriculum instruction in increasing students’ course success and permanent learning. However, no significant difference was found between the post-test levels of the experimental and control groups in terms of piano skills.

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Basöz, Tutku, and Dilek Tüfekci Can. "The effectiveness of computers on vocabulary learning among preschool children: a semiotic approach." Cypriot Journal of Educational Sciences 11, no. 1 (March 30, 2016): 02. http://dx.doi.org/10.18844/cjes.v11i1.266.

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Semiotics in foreign language learning has recently achieved some prominence as a theoretical foundation for language teaching and learning. Although there have been a number of research on the semiotics in foreign language learning, the practical use of semiotics in preschool classroom environment still remains unanswered. What is more, the effectiveness of computers on vocabulary learning among preschool children is still an obscure area, which attracts the attentions of researchers, scholars and practitioners. Thus, the present study aims to investigate whether there is a significant difference in preschool children’s vocabulary gain depending upon the computer assisted vocabulary instruction or the traditional vocabulary instruction both adopting a semiotic approach. The sample group of the study included 35 preschool children (5-years) who are studying at Balıkesir University Necatibey Faculty of Education Kindergarten. In this quasi-experimental study, the children were assigned to computer assisted vocabulary instruction group (16) or traditional vocabulary instruction group (19), which were the experimental and control groups. Before the experiment, the children were given a pre-test, which measured the number of target vocabulary the children had already known. While the experimental group learned the target vocabulary through computer-assisted instruction, the control group was taught the same target vocabulary via traditional vocabulary instruction. After the experiment, the same test was given to the children as the post-test. The results of the study showed that both instruction types were successful in teaching vocabulary and there was no significant difference between the groups in terms of their vocabulary gain. Keywords: Vocabulary learning; semiotic approach; computer assisted vocabulary instruction; preschool children; foreign language learning

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Yoon, Gwan-Sik. "The Effects of Instructional Control, Cognitive Style, and Prior Knowledge on Learning of Computer-Assisted Instruction." Journal of Educational Technology Systems 22, no. 4 (June 1994): 357–70. http://dx.doi.org/10.2190/8avp-req0-hahc-1yjh.

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Computer-based instruction (CBI) is the powerful tool to teach arithmetic skills for elementary school students. The purpose of this study is to investigate the effects on achievement of instructional control strategies (program control, learner control, and learner control with advisement) and cognitive style (field independence and field dependence) in computer-based instruction. Also, this study attempts to find an optimal type of instructional control strategy based upon students' achievement and learning time. Subjects were eighty-six Dongsung Elementary School students in Pusan, Korea. The possible interactive effects between cognitive style and instructional control strategy on CBI were analyzed. Differences in achievement and time spent on the lessons were compared. A significant interaction effect was found between types of instructional control strategies and types of cognitive styles on and students achievement scores and time-on-task.

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Duchastel, Philippe, and Jacques Imbeau. "Intelligent Computer-assisted Instruction (ICAI): Flexible Learning Through Better Student-Computer Interaction." Journal of Information Technology 3, no. 2 (June 1988): 102–5. http://dx.doi.org/10.1057/jit.1988.18.

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Duchastel, Philippe, and Jacques Imbeau. "Intelligent Computer-assisted Instruction (ICAI): Flexible Learning through Better Student-Computer Interaction." Journal of Information Technology 3, no. 2 (June 1988): 102–5. http://dx.doi.org/10.1177/026839628800300206.

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Intelligent computer-assisted instruction (ICAI) uses artificial intelligence techniques to imitate in computer form the power of human tutorial processes. Its major technical features are the use of a modularized knowledge base instead of CAI's textual scripts, and the ability to interpret the student's statements and questions expressed in natural English. These features make ICAI systems extremely flexible and allow the student much greater learner control of the interaction than is traditionally possible in CAI. Other major elements of an ICAI system are an extensive model of the student and an explicit model of the tutoring process. Our research on the development of GEO, an ICAI system which interacts with students in the area of geography, is briefly described. Finally, the nature of this new technology is discussed in terms of its potential influence on university teaching and learning, especially in terms of our conception of learning.

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Chang, Chun-Yen. "Enhancing Tenth Graders' Earth-Science Learning Through Computer-Assisted Instruction." Journal of Geoscience Education 48, no. 5 (November 2000): 636–40. http://dx.doi.org/10.5408/1089-9995-48.5.636.

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Walker, Elaine M. "Understanding Minority Students' Mathematics Learning Gains in Computer- Assisted Instruction." Journal of Negro Education 56, no. 4 (1987): 557. http://dx.doi.org/10.2307/2295353.

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Azimi, Hamid Mohammad, K. B. Praveena, Moslem Cherabin, and Mehri Mohammad Azimi. "Enhancing Teaching–Learning Process and Through CAI (Computer-assisted instruction)." International Journal of Social and Economic Research 2, no. 2 (2012): 456. http://dx.doi.org/10.5958/j.2249-6270.2.2.017.

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Foster, Matthew E., Jason L. Anthony, Doug H. Clements, Julie Sarama, and Jeffrey M. Williams. "Improving Mathematics Learning of Kindergarten Students Through Computer-Assisted Instruction." Journal for Research in Mathematics Education 47, no. 3 (May 2016): 206–32. http://dx.doi.org/10.5951/jresematheduc.47.3.0206.

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This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds.

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Inoue, Yukiko. "The University Student's Preference for Learning by Computer-Assisted Instruction." Journal of Educational Technology Systems 28, no. 3 (March 2000): 277–85. http://dx.doi.org/10.2190/a0x5-dldm-urvt-vpht.

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This study focused on the specific questions: Do significant differences exist in the preference for CAI between male and female students? Do significant differences exist in the preference for CAI between undergraduate and graduate students (academic status)? And does an interaction exist between gender and academic status? Seventy-six students ( N = 76) were randomly selected to answer the questionnaire. Analyses of variance (at the .05 level) showed graduate students favor CAI more than do undergraduate students, probably because they have jobs and need to study using CAI at a more convenient time and place. This result confirms the assumption that graduate students have more computer experiences. Since computer literacy increases as time passes, the chance of “give CAI a try” becomes higher. In technologically sophisticated societies of today, the option of mixing CAI and traditional lectures must be the key to the success of any institution of higher education.

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Stultz, Sherry L. "Computer-Assisted Mathematics Instruction for Students With Specific Learning Disability." Journal of Special Education Technology 32, no. 4 (August 29, 2017): 210–19. http://dx.doi.org/10.1177/0162643417725881.

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This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific group of students is unclear. First, a brief review of the diagnosis of SLD, the importance of mathematics instruction for these students, and the use of computers in the classroom is provided. Next, a review of the current body of research is presented. Finally, suggestions for future research are discussed. Since 1981, a total of 25 research studies have been published, focusing exclusively on using CAI for teaching mathematics to students with SLD. This review examines the current body of research for this area. In addition, the author provides recommendations for future research on this important subject for this category of students.

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Fusilier, Marcelline R., and Eileen P. Kelly. "An Evaluation of Computer-Assisted Instruction for Learning Business Statistics." AEDS Journal 18, no. 4 (June 1985): 237–42. http://dx.doi.org/10.1080/00011037.1985.11008403.

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Wong, Yiu-Kwong, S. P. Chan, and Suk-Ying Cheung. "Application of Learning Theory to a Computer Assisted Instruction Package." International Journal of Electrical Engineering Education 27, no. 3 (July 1990): 237–46. http://dx.doi.org/10.1177/002072099002700307.

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Park, Seungbae. "Implications of Learning Strategy Research for Designing Computer-Assisted Instruction." Journal of Research on Computing in Education 27, no. 4 (June 1995): 435–56. http://dx.doi.org/10.1080/08886504.1995.10782144.

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Darmawan, Deni, Pipih Setiawati, Didi Supriadie, and Muthia Alinawati. "PENGGUNAAN MULTIMEDIA PEMBELAJARAN INTERAKTIF UNTUK MENINGKATKAN KETERAMPILAN MENULIS ENGLISHSIMPLE SENTENCESPADA MATA KULIAH BASIC WRITING DI STKIP GARUT." PEDAGOGIA 15, no. 1 (April 1, 2017): 109. http://dx.doi.org/10.17509/pedagogia.v15i1.6576.

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Basic Writing is the first basic writing course for students in English Education Program of STKIP Garut, which is aimed to develop students' writing English skill. The efforts have been developed to improve the learning on Basic writing course and one of them is the use of multimedia. The research questions of this research were: 1). does the use of Computer-Assisted Instruction can improve the students' writing skill?, 2). does the conventional media also improve the students' writing skill?, 3). Is there any significant of improvement between the use of Computer-Assisted Instruction and conventional media?. The research used the quantitative approach and was conducted through the Quasi-Experimental Design. The research conducted between two classes, the experiment and control class, by using 50 students as samples in English Education Program of STKIP Garut. The research findings showed the primary points that the use of Computer-Assisted Instruction improved the students’ writing English simple sentence skill due to the gain value with the medium category on Basic writing course in STKIP Garut; The students’ writing English simple sentence skill of control class, which the students did not use the interactive instructional multimedia, improved considering the gain value with the low category; and There was the significance level of difference that the students who used the Computer-Assisted Instruction were better than the students who did not use the Computer-Assisted Instruction or on the other hand used the conventional media.

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Chiang, Berttram. "Initial Learning and Transfer Effects of Microcomputer Drills on LD Students' Multiplication Skills." Learning Disability Quarterly 9, no. 2 (May 1986): 118–23. http://dx.doi.org/10.2307/1510360.

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Although application of microcomputer-assisted instruction with learning disabled students is rapidly expanding, only limited research is available on the efficacy of such instruction. The primary purpose of this single-subject design study was to investigate whether learning of multiplication tables via computer programs transfers to paper-and-pencil tasks. Three male and three female fourth-grade LD students participated in the three phases of the study: baseline, microcomputer-assisted instruction, and transfer. Results of the daily 4-minute timings of each subject's multiplication facts indicated that about 12 days' drill and practice on a computer yielded an average gain of 4.7 and 6.1 facts per minute for the girls and boys, respectively, as evidenced by their worksheet performance. Implications for using microcomputer-assisted instruction with LD students are discussed.

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Walsh, S. "The Implications of Cognitive Psychology for Computer-Assisted Instruction." Methods of Information in Medicine 28, no. 04 (October 1989): 324–26. http://dx.doi.org/10.1055/s-0038-1636810.

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Duchastel, Philippe. "Intelligent Computer Assisted Instruction Systems: The Nature of Learner Control." Journal of Educational Computing Research 2, no. 3 (August 1986): 379–93. http://dx.doi.org/10.2190/d4jw-nr13-adta-mr8a.

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Learner control, which is contrary in spirit to the design philosophy underlying traditional CAI systems, is an important feature of most intelligent computer assisted instruction (ICAI) systems, as revealed through the learning dialogues they support. Such learner control is made possible by the natural language interface and the type of knowledge base incorporated in these systems. Such systems, it is argued, because they enable unplanned interactions with the learner and capitalize on student curiosity and motivation, can attain a much finer grain of individualization than traditional CAI systems can. The conceptual and affective requirements of instructional adaptation indicate the desirability of substantial learner control as well as the potential danger of overly strong tutorial guidance.

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Ozen, Arzu, Yasemin Ergenekon, and Burcu Ulke-Kurkcuoglu. "Effects of Using Simultaneous Prompting and Computer-Assisted Instruction During Small Group Instruction." Journal of Early Intervention 39, no. 3 (May 31, 2017): 236–52. http://dx.doi.org/10.1177/1053815117708998.

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The current study investigated the relation between simultaneous prompting (SP), computer-assisted instruction (CAI), and the receptive identification of target pictures (presented on laptop computer) for four preschool students with developmental disabilities. The students’ acquisition of nontarget information through observational learning also was examined. A multiple probe design across target skills was used to evaluate the intervention. The students learned to receptively identify pictures of household items when SP and CAI were used together in small group instructional sessions. In addition, students maintained and generalized behaviors across adult implementers. Furthermore, students learned nontarget information. Finally, the social validity of the intervention was assessed by graduate students and all viewed the procedures positively.

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Adams, Ruifang Hope, and Jane Strickland. "The Effects of Computer-Assisted Feedback Strategies in Technology Education: A Comparison of Learning Outcomes." Journal of Educational Technology Systems 40, no. 2 (December 2011): 211–23. http://dx.doi.org/10.2190/et.40.2.i.

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This study investigated the effects of computer-assisted feedback strategies that have been utilized by university students in a technology education curriculum. Specifically, the study examined the effectiveness of the computer-assisted feedback strategy “Knowledge of Response feedback” (KOR), and the “Knowledge of Correct Responses feedback” (KCR) strategy, and compared them with “No feedback” (NR) on students' learning outcomes in technology education. Three intact classes were assigned to one of three conditions: KOR, KCR, or NR (control group). The dependent measure consisted of a 40-item learning outcome test. Learning outcome pretest and posttest data were obtained through the web-based surveys during a 4-week period of instruction. Results showed that using computer-assisted feedback of KOR or KCR in practice exercises as a supplemental strategy is as effective as NR in practice exercises. Technology education instruction with computer-assisted feedback strategies could be a viable option for learning in a favorable direction.

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Davie, Emily, Malissa Martin, Micki Cuppett, and Denise Lebsack. "Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition." Athletic Training Education Journal 10, no. 4 (October 1, 2015): 287–95. http://dx.doi.org/10.4085/1004287.

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Context Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile devices may offer an alternative teaching tool, allowing for student-initiated learning. Objective To compare outcomes of Quick Clips (QC) instruction with F2F instruction as measured by skill-examination scores. Design Quasi-experimental. Setting Five higher learning institutions with Commission on Accreditation of Athletic Training Education (CAATE) accredited athletic training education programs. Patients or Other Participants Seventy-four pre-athletic training students, average age 18.86 ± 1.0 years (49 women, 25 men), volunteered for this study. Participants were randomly assigned to 1 of 2 instructional groups (F2F or QC). Intervention(s) The principal investigator provided F2F instruction to 38 participants in 3 skills (knee valgus stress test, middle trapezius manual muscle test, and goniometric measurement of active ankle dorsiflexion). The remaining 36 participants watched 3 QC videos demonstrating the same skills. Main Outcome Measure(s) Three individual skill exam scores and the total score. Results A 1-way multivariate analysis of variance indicated a significant effect (P < .0001) of instructional method on exam scores. Follow-up univariate analysis of variance indicated knee valgus stress test exam scores were significantly higher after F2F instruction (P < .0001). Neither manual muscle test nor goniometric measurement exam scores were affected by instructional method. Conclusions The findings support the use of QC as an alternative to F2F instruction for 2 of the 3 skills. This finding is similar to studies reported in the nursing literature on computer-assisted learning, which found inconclusive evidence to support the superiority of one method over another. Mobile video instruction is an effective teaching strategy. It may be best utilized to supplement traditional F2F instruction.

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Harsasi, Meirani, Moh Muzammil, and Kurnia Endah Riana. "DISTANCE STUDENTS' PERCEPTION ON THE QUALITY OF COMPUTER - ASSISTED INSTRUCTION PROGRAM IN OPERATION RESEARCH COURSE." Asian Association of Open Universities Journal 3, no. 2 (September 1, 2008): 115–21. http://dx.doi.org/10.1108/aaouj-03-02-2008-b004.

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Universitas Terbuka (UT) is a distance education institution that implements communication technology in various ways. In accordance with the implementation of this technology, UT uses both printed and non-printed materials designed as selflearning materials. These learning materials provide students not only with explanations of a subject but also with instructional learning purposes, examples, practices, summaries, formative tests, feedbacks, and learning instructions. Computer Assisted instruction (CAI) as a technology based learning material can be used as a supplement to the main learning material. For instance, Operation Research is mainly delivered to students through modules but it is completed by the CAI program. In order to improve the quality of the CAI program, an evaluation is needed, especially the evaluation that invites students' opinion. It is important to ask the students how the CAI program can help them comprehend a topic and which part of the program should be improved. The aim of this study is to figure out whether there are differences between students' expectation and students' perception toward the quality of the CAI program, namely the Operation Research. Some questionnaires were given to 41 respondents in Jakarta. Purposive sampling was chosen as a sampling technique with a criterion that each respondent has passed Operation Research Subject examination. From 30 questionnaires sent back and analyzed it can be concluded that there are some differences between students' expectation and students' perception toward the quality of the CAI program.

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Journal articles on the topic 'Computer-assisted instruction Learning'

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