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Relevant bibliographies by topics / Computer-assisted instruction – United States

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Academic literature on the topic 'Computer-assisted instruction – United States'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Computer-assisted instruction – United States"

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Lo, Ya-yu, Adrienne L. Anderson, and Kimberly Bunch-Crump. "Building Vocabulary of English Learners With Reading Disabilities Through Computer-Assisted Morphology Instruction." Intervention in School and Clinic 52, no. 3 (2016): 133–40. http://dx.doi.org/10.1177/1053451216644829.

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Many educators in public schools in the United States experience challenges in meeting the unique needs of the growing population of English learners who must simultaneously attain academic skills while acquiring English language proficiency. Such unique needs intensify for English learners with reading disabilities. Morphological awareness is key to vocabulary knowledge, which is an essential area of literacy instruction. This article provides justification for the use of explicit morphology instruction and offers a structure for developing a computer-assisted morphology instructional program

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DelGaudio, Julian J. "Should Historians Become Programmers? Limitations and Possibilities of Computer-Assisted Instruction in the United States History Survey." History Teacher 33, no. 1 (1999): 67. http://dx.doi.org/10.2307/495001.

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Xin, Yan Ping, Ron Tzur, Casey Hord, Jia Liu, Joo Young Park, and Luo Si. "An Intelligent Tutor-Assisted Mathematics Intervention Program for Students With Learning Difficulties." Learning Disability Quarterly 40, no. 1 (2016): 4–16. http://dx.doi.org/10.1177/0731948716648740.

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The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today’s classrooms and shortage of qualified special education teachers, computer-assisted instruction may provide supplementary support, in conjunction with the core mathematics instruction, for meeting the needs of students with different learning profiles. The purpose of this study was to explore the potential effects of the Pleas

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Royer, James M., Barbara A. Greene, and Stephen J. Anzalone. "Can U.S. Developed CAI Work Effectively in a Developing Country?" Journal of Educational Computing Research 10, no. 1 (1994): 41–61. http://dx.doi.org/10.2190/pmhq-pycd-2jb7-plb8.

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The study examined the impact of computer-assisted instruction (CAI) developed in the United States on the reading and math performance of students enrolled in the Grenada school system. Over a three year period students in standards one through five substituted CAI instruction in reading and math for part of their conventional instruction. These students were compared to students from three control schools thought to be comparable to the CAI school, and to a school in an urban area that had the reputation of being one of the better schools in the country. The results of reading tests indicate

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Koufogiannakis, Denise, and Natasha Wiebe. "Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-analysis." Evidence Based Library and Information Practice 1, no. 3 (2006): 3. http://dx.doi.org/10.18438/b8ms3d.

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Objective - The objective of this review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge). The study sought to address the following questions: 1) What is the overall state of research on this topic? 2) Which teaching methods are more effective?  Methods - Systematic review methodology was used. Fifteen databases were searched for relevant articles retrieving 4356 potentially relevant citations. Titles and

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Evans, Michael R., and John I. Matthews. "An Assessment of Computer-Based Education in Two and Four Year Hotel-Restaurant Management Programs in the United States." Hospitality Education and Research Journal 9, no. 2 (1985): 28–45. http://dx.doi.org/10.1177/109634808500900204.

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This research study had two specific purposes. The first was to determine the extent of computer-based education in selected two- and four-year hotel-restaurant programs in the United States. Clock-hours of computer instruction and the number of computer applications being offered students in these programs were identified. The second purpose was to identify the major variables that may be impacting the use of computers in these programs. A Computer-Based Education Model was developed to determine the relationship between faculty resource variables, economic resource variables, and administrat

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Murthy, Uday S. "Tampa Electronics: An Instructional Case in Computer-Assisted Fraud Examination." Issues in Accounting Education 25, no. 3 (2010): 547–52. http://dx.doi.org/10.2308/iace.2010.25.3.547.

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ABSTRACT: This case is designed to impart practical skills in data analysis techniques aimed at fraud examination. Instructors could employ any one of widely available tools such as ACL, IDEA, Microsoft Access, or Picalo, which is an open-source data analysis tool. Couched in the context of a manufacturer of electronic components in the southeastern United States, the case involves the identification of potentially fraudulent travel expense reimbursements. In the case scenario, traveling salespersons submit expense reimbursement claims, which are subject to a number of business rules. Using da

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Fung Ivan Chan, Tan, Marianne Borja, Brett Welch, and Mary Ellen Batiuk. "Predicting the Probability for Faculty Adopting an Audience Response System in Higher Education." Journal of Information Technology Education: Research 15 (2016): 395–407. http://dx.doi.org/10.28945/3548.

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Instructional technologies can be effective tools to foster student engagement, but university faculty may be reluctant to integrate innovative and evidence-based modern learning technologies into instruction. Based on Rogers’ diffusion of innovation theory, this quantitative, nonexperimental, one-shot cross-sectional survey determined what attributes of innovation (relative advantage, compatibility, complexity, trialability, and observability) predict the probability of faculty adopting the audience response system (ARS) into instruction. The sample of the study consisted of 201 faculty at a

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Waxman, Hersholt C., and Shwu-Yong L. Huang. "Classroom Instruction Differences by Level of Technology Use in Middle School Mathematics." Journal of Educational Computing Research 14, no. 2 (1996): 157–69. http://dx.doi.org/10.2190/60lv-pwdj-2l9p-3tqn.

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This study examined whether 1) classroom interaction, 2) selection of activities, 3) instructional activities, 4) organizational setting of the classroom, and 4) student on-task and off-task behaviors in the classroom significantly differs according to the degree of implementation of technology in mathematics classrooms. The subjects in the present study were 2,189 middle school students who were randomly chosen from a multi-ethnic school district located within a major metropolitan city in the south central region of the United States. The results indicate that there are significant differenc

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Wu, C. "Using Articulate Virtual Laboratories in Teaching Energy Conversion at the U.S. Naval Academy." Journal of Educational Technology Systems 26, no. 2 (1997): 127–36. http://dx.doi.org/10.2190/qppn-jhj4-8rvv-295y.

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The Mechanical Engineering Department at the United States Naval Academy is currently evaluating a new teaching method which implements the use of a computer software. Utilizing the thermodynamic based software CyclePad, Intelligent Computer Aided Instruction (ICAI) is incorporated in an advanced energy conversion course (EM443) for Mechanical Engineering students. The use of the CyclePad software enhances lectures and aids students in visualization and design.

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Dissertations / Theses on the topic "Computer-assisted instruction – United States"

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Clarke, Olivia Dorothy 1948. "Exploring pedagogies for effective teaching and learning in new multimedia environments : a comparative study of schools in Australia and the U.S." Monash University, Faculty of Education, 2003. http://arrow.monash.edu.au/hdl/1959.1/5700.

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Sandhu, Tahir S. Drake Frederick D. "Beyond American Memory technologies of library and office automation and their impact on multimedia computing for public education in the United States, 1963-present /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006627.

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Thesis (D.A.)--Illinois State University, 2001.<br>Title from title page screen, viewed April 18, 2006. Dissertation Committee: Frederick D. Drake (chair), Lawrence McBride, John B. Freed. Includes bibliographical references (leaves 351-398) and abstract. Also available in print.

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Gebhardt, Lynne A. "The effects of positive reinforcement within a computer-assisted instruction program on student achievement and attitude." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/170.

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MAZZEO, JOHN, and JOHN MAZZEO. "AN EVALUATION OF THE LEVEL OF SKILL REQUIRED OF OPERATORS OF A COMPUTER-ASSISTED RADIOLOGIC TOTAL LUNG CAPACITY MEASUREMENT SYSTEM (RELIABILITY, VALIDITY)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188124.

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This research was conducted to obtain information regarding the feasibility of using non-medical personnel to obtain measurements of radiologic total lung capacity (TLC). Operators from each of four groups (general undergraduates, nursing students, medical students, radiologists) differing in the amount of medical training and/or experience reading x-rays, performed each of two tasks. The first task was the measurement of radiologic TLC for a set of twenty x-rays. The second task consisted of tracing the outline of the anatomical structures that must be identified in the execution of the radio

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Conley, George Kim. "The effect of graphic organizers on the academic achievement of high school students in United States history who receive Instruction in a blended, computer-based learning environment." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Huang, Sharon Hsiao-Shan. "The relationship between computer use and academic achievements." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9084/.

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Computer technology has been used in education for years, and the government budgets large amounts of money to foster technology. However, it is still a debated whether computer technology makes a difference in students' learning outcomes. The purpose of this study is to find if any relationship exists between computer use by teachers and students and the students' academic achievement in math and reading for both traditional populations and English language learner (ELL) tenth graders. Computer use in this study included the computer activities by students and teachers, in terms of the time,

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Cartagena, Pedro A. "Retention of mathematics and reading comprehension skills among Navy Functional Skills Program graduates." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39918.

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Olsafsky, Barbara L. "Rethinking learner-centered instructional design in the context of "No child left behind"." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155345888.

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Masiewicz, Andrew Casimer. "Instructional designer's toolkit: A practical approach to the effective design of instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2345.

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The purpose of the project was to develop a web-based instructional design tool. The tool provides guidelines, templates, and checklists to simplify the overall process, and give the designer a path to follow to help manage the instructional design project. It is based on the generalized model of Instructional Systems Design (ISD), but is applicable to the design of instructional materials for delivery by an instructor, by Computer-based Training (CBT), or a combination of instructor-led and technology-based delivery.

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McVay, Richard B. "An examination of computer anxiety related to achievement on paper-and-pencil and computer-based aircraft maintenance knowledge testing of United States Air Force technical training students." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3082/.

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The purpose of this study was to determine whether varying levels of computer anxiety have an effect on computer-based testing of United States Air Force technical training students. The first chapter presents an overview of computer-based testing, defines key terms, and identifies questions addressed in the research. The rationale for conducting this study was that little research had been done in this area. The second chapter contains a review of the pertinent literature related to computer-based testing, computer anxiety, test reliability, validity, and gender differences in computer use. D

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Books on the topic "Computer-assisted instruction – United States"

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Wampler, Richard L. Battle Staff Training System II: Computer-based instruction supporting the Force XXI training program. U.S. Army Research Institute for the Behavioral and Social Sciences, 1998.

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Dyer, Jean L. Computer-based approaches for training interactive digital map displays. U.S. Army Research Institute for the Behavioral and Social Sciences, 2005.

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Dyer, Jean L. Computer-based approaches for training interactive digital map displays. U.S. Army Research Institute for the Behavioral and Social Sciences, 2005.

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Technology: Creating high impact learning environments. Kendall/Hunt Pub. Co., 1996.

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Sterling, Bruce S. Review of battle staff training research at brigade and battalion levels. U.S. Army Research Institute for the Behavioral and Social Sciences, 1998.

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Centric, James H. The division level military decision-making process (MDMP): Design and development of a prototype computer-based training product. U.S. Army Research Institute for the Behavioral and Social Sciences, 1999.

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The educator's brief guide to computers in the schools. Eye On Education, 1996.

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Blankenbeckler, Paul N. New skills training plan for map functions and passage of lines on a soldier system. U.S. Army Research Institute for the Behavioral and Social Sciences, 2006.

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Integrating computers into the classroom: The missing key. Scarecrow Press, 1996.

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Kathleen, Puckett, ed. Preparing to use technology: A practical guide to curriculum integration. 2nd ed. Pearson, 2010.

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Book chapters on the topic "Computer-assisted instruction – United States"

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Baumann, Roger A. "Possible Social Implication of PACS on Radiology in the United States." In CAR’89 Computer Assisted Radiology / Computergestützte Radiologie. Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-52311-3_145.

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Skelcher, Shannon. "Cultural Conceptions of Flipped Learning." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch006.

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The use of flipped learning as a pedagogical approach has increased in the 21st century. While there is an existing survey of literature regarding the development in American educational institutions – and fewer in an Asian context – there are some unique cultural considerations that may need to be examined regarding flipped learning's adoption and adaptation in Asia. This paper serves as a literature review focusing on several Asian nations with respect to three major considerations in comparison to the United States: geographical, educational, and cultural. After the comprehensive review, which comments on the number of relevant publications available per nation, this paper concludes that there is no significant barrier to the implementation of flipped learning in Asia beyond the existing considerations apparent in the United States (access, time, and institutional support). Additionally, the prevalence of flipped learning in Asia, and the purposes of various studies surveyed, indicate that cultural barriers, at least in this area, are becoming less notable or authoritative as national or historical distinctions are diminishing through Millennials' tendencies toward globalization.

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Farmer, Lesley S. J., and Shuhua An. "Pre-Service Teacher Preparation to Integrate Computational Thinking." In Advances in Educational Technologies and Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch015.

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United States education has experienced a big push for students to learn coding as part of computer science and more explicitly address computational thinking (CT). However, CT remains a challenging subject for many students, including pre-service teachers. CT, which overlaps mathematics and computer science, tends to be offered as an elective course, at best, in P-16 education. Pre-service teaching profession students usually do not have foundational knowledge to guide them in integrating computational thinking into the curriculum that they will eventually teach as instructors themselves. This chapter explains computational thinking in light of K-8 education, discusses issues and needs in integrating CT into K-8 curriculum, identifies relevant theories and models for teaching CT, describes current practice for integrating computational thinking into K-8 curriculum, and discusses pre-service teachers' preparation that can lead to their successful incorporation of CT into the curriculum.

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Kong, Kaishan. "Perspectives on Mediated L2 Learning During Study Abroad." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch089.

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Informed by multiple sociocultural and sociolinguistic conceptual frameworks that highlight the compelling implication of identity, motivation, and mediation in second language (L2) learning, this chapter examines how the sense of self and aspirations of multiple Chinese students have affected their strategies in L2 experiences during study abroad in the United States (US). Data sources included in-depth interviews, ethnographic observations, focus group discussion, social media posts and other documents. Within the specific study abroad context under discussion, substantial data from three focal participants divulged that multiple identities, self-positioning in imagined communities and motivation interacted with each other in mediating L2 learners' experience and investment selections. In other words, their feelings, sense of self and envisioned learning goals influenced and mediated their attitude and strategies in interacting with others.

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Lim, Byung-jin, and Danielle O. Pyun. "Korean Foreign Language Learning." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch054.

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This article presents intercultural and linguistic exchanges by foreign language learners in an exploratory study of Internet-based desktop videoconferencing between Korean learners at a university in the United States, and their counterparts at a South Korean college. The desktop videoconferencing project was designed for foreign language learners of Korean to assist in developing linguistic competence, as well as intercultural communicative competence, by providing the learners with the target language and culture through real-time, one-on-one communication. The study shows the emerging themes that recur in a video-chat. It also reports on the Korean language learners' self-rated proficiency in their target language. Challenges and difficulties in video-conferencing are examined, followed by a discussion of the effectiveness of synchronous one-on-one video-conferencing for language learning in general, and in Korean language education in particular.

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Wang, Chun-Min, Jinn-Wei Tsao, and Gretchen Bourdeau Thomas. "New Era, New Media, and New Strategies for Cross-Cultural Collaborative Learning." In Computer-Mediated Communication across Cultures. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-833-0.ch024.

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The purpose of this chapter is to share a cross-cultural project between Taiwan and the United States for educational practitioners. Taking advantage of Web 2.0 applications as facilitators, the project served as action research to discover better strategies for conducting online cross-cultural collaboration. Specifically, the authors describe the evolution of the instructional design of the project and the difficulties encountered during the cross-cultural collaboration.

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Shaffer, Shelly. "Examining the Potential for Flipped Literature Units." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch056.

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This chapter discusses a case study of an eleventh-grade American Literature course in the Southwestern United States using flipped teaching approaches with technology for the first time. The study's purpose was to investigate the effects of flipping using technology on how the teacher and students worked, learned, and engaged with English Language Arts (ELA) content. Specifically, the researcher hoped to study the effects of flipped coursework on homework and classwork, the students' and teacher's responses to flipped strategies, and the impact of technology on a two-week unit on The Great Gatsby (Fitzgerald, 1925). The teacher worked with the researcher to choose four activities in the unit to flip, which involved a webquest, Google quiz, blog, and online PowerPoint. The participants in the study included the teacher: Mr. Riggs, a veteran ELA teacher with over 20 years' experience and four eleventh grade students: Simone, a bi-racial female; Omar, an African-American male; Garrett, a Caucasian male; and Audrey, a Latino female. Through open-coding analysis of interviews with each participant during the study, field notes taken throughout the unit, and documents collected from online and paper artifacts, three major categories were established. The major categories included perceptions of changes in classwork and homework, impact of technology, and appeal of flipped classrooms. The findings of this study revealed that the flipped unit had an impact on the amount of homework, the type of homework and classwork, homework completion, time spent in class, and the way technology was used. Intrinsic and extrinsic motivation played an important role on whether flipped assignments were completed on time or were engaging for students. A final important finding showed that teacher flexibility was necessary for the flipped unit to be successful. This study provides insight into how flipping could work and look in an ELA classroom.

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Kennedy, Carol Kahan, and Tina Yagjian. "Creating an Early Model of Teaching at The New School." In Critical Examinations of Distance Education Transformation across Disciplines. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6555-2.ch002.

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In 1998, the AT&T Foundation awarded a grant to the Teacher Education Graduate Program at The New School, a university in New York City, to implement an Advanced Professional Certificate (APC) in Teaching and Learning with Technology (TELT). The grant was given to train public secondary classroom teachers in urban schools how to integrate technology into their classes. Using a cognitive science and constructivist-based theoretical framework, a twelve-credit four-course curriculum to earn the APC was developed. The intention was to offer it in a blended format in Fall 2000 through DIAL (Distance Instruction for Adult Learners), the New School's innovative online learning program. Because this was occurring during the early days of computer use in the classroom, many faculty and students had no prior experience in teaching and learning with technology, much less with teaching and learning over the internet. Web-based learning was in its infancy. DIAL was one of the first online learning programs in the United States to offer degrees, certificates and courses in the liberal arts through a computer-mediated environment. The Advanced Placement Certificate in Teaching and Learning with Technology was the first of its kind to offer a theoretically-based course curriculum in a blended learning format to urban educators. The historically significant outcomes were as follows: creating a method for teaching instructors how to teach technology online, learning how to integrate technology in the classroom, learning how to teach as well as participate in an online environment, using the DIAL interface which was an early platform built, in part, on a customized Linux platform. The pilot TELT program used both formative and summative assessments for learning outcomes and efficacy. The results were positive and a model for teacher education with technology was created. Nothing of this kind existed previously. The model was for continuing the New School graduate certificate program in the next stage.

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Lobry de Bruyn, Lisa. "Testing Strategies to Enhance Online Student Collaboration in a Problem-Based Learning Activity." In Techniques for Fostering Collaboration in Online Learning Communities. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-898-8.ch007.

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Most units of learning are being offered flexibly, either using distance education or online facilities, and often with asynchronous computer-mediated communication or online discussions. The use of asynchronous computer-mediated communication is believed to offer students the opportunity to communicate independently of time and place, and to ask questions, state opinions and offer advice when transferring interactive learning activities to an online environment. This chapter uses an action research framework to examine the quantity and nature of student engagement in a problem-based learning activity as a consequence of placing face-to-face instruction on and practice in problem-based learning prior to using asynchronous computer-mediated communication. The effectiveness of early placement of a 4-day residential component to improve student collaboration in the online problem-based learning activity was tested against six years (2001-2006) of electronically-archived online discussions in a 13-week, under- or post-graduate tertiary-level natural science unit.

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Sullivan, Amanda. "Supporting Girls' Computational Thinking Skillsets." In Teaching Computational Thinking and Coding to Young Children. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7308-2.ch011.

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The representation of women in technical fields such as computer science and engineering continues to be an issue in the United States, despite decades of research and interventions. According to the most recent Bureau of Labor Statistics reports, only 21.1% of computer programmers are women, and only 16.5% of engineering and architecture positions are filled by women. This chapter discusses the long-term importance of exposing girls to computational thinking during their formative early childhood years (Kindergarten through second grade) in order to set them up for equal opportunities in technical fields throughout their later educational and career years. This chapter presents a case example of a K-2nd grade robotics and coding curriculum in order to highlight examples of developmentally appropriate technologies, activities, and strategies that educators can implement to foster young girls' computational thinking skills. Best practices and instructional strategies to support girls—as well as young children of any gender identity—are discussed.

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Conference papers on the topic "Computer-assisted instruction – United States"

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Yan'e Zhang, Chulho Yang, Li Li, and Ning Wang. "A Comparison of Instructional Methods on Computer-Aid Design used in China and United States Universities." In 2012 Dallas, Texas, July 29 - August 1, 2012. American Society of Agricultural and Biological Engineers, 2012. http://dx.doi.org/10.13031/2013.41857.

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Concina, Wendell, Suresh Sadineni, and Robert Boehm. "Solar Assisted Desiccant Cooling Simulation for Different Climate Zones." In ASME 2011 5th International Conference on Energy Sustainability. ASMEDC, 2011. http://dx.doi.org/10.1115/es2011-54296.

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Evaporative cooling is among the most cost effective methods of air conditioning, but is less efficient in humid climates. An evaporative system coupled with a desiccant wheel can operate effectively in broader climatic conditions. These cooling systems can substitute traditional vapor compression air conditioning systems as they involve environmentally friendly cooling processes with reduced electricity demand (which is commonly generated from fossil fuels) along with no harmful CFC based refrigerant usage. Furthermore, direct utilization of low grade energy sources such as solar thermal ener

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Cˇilli´k, Ivan, and Ja´n Procha´ska. "Bohunice Simulator Data Collection Project." In 10th International Conference on Nuclear Engineering. ASMEDC, 2002. http://dx.doi.org/10.1115/icone10-22704.

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The paper describes the way and results of human reliability data analysis collected as a part of the Bohunice Simulator Data Collection Project (BSDCP), which was performed by VUJE Trnava, Inc. with funding support from the U.S. DOE, National Nuclear Security Administration. The goal of the project was to create a methodology for simulator data collection and analysis to support activities in probabilistic safety assessment (PSA) and human reliability assessment for Jaslovske Bohunice nuclear power plant consisting of two sets of twin units: two VVER 440/V-230 (V1) and two VVER 440/V-213 (V2)

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Schlafly, Millicent, Tyagi Ramakrishnan, and Kyle Reed. "3D Printed Passive Compliant and Articulating Prosthetic Ankle Foot." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-71568.

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The human ankle is crucial to mobility as it counteracts the forces and moments created during walking. Around 85% of the 1.7 million people in the United States living with limb loss are transtibial (below knee) and transfemoral (above knee) amputees who are missing their ankle and require a prosthetic. This paper presents the Compliant and Articulating Prosthetic Ankle (CAPA) foot, a solution that uses torsional springs to store and release energy at three different locations on the mechanism, assisting in forward motion. The CAPA foot utilizes 3D printing and allows for the full ankle range

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