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Journal articles on the topic 'Instructional Computer Model'
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1
Clouse, R. Wilburn. "Computer Based At-Risk Instructional Model." Journal of Educational Technology Systems 20, no. 2 (1991): 87–94. http://dx.doi.org/10.2190/yp3b-w4eg-jqu5-hljt.
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Students are dropping out of high school at an increasing rate. Many students have dropped out because they have poor basic skills and therefore cannot succeed academically. This study developed a strategy whereby the classroom teacher was given the responsibility to manage all aspects of the instructional process, including the assignment of computer-based learning activities for low achieving At-Risk students and peer group learning. The research investigated the effectiveness of a computer-based instructional model for improving the ability of At-Risk students to read, write, and calculate. The model placed the microcomputer and related software in the hands of the classroom teacher to be used as a tool for the target students in grades 1–8. Besides increased performance in most grade level tests, students and teachers also demonstrate positive attitudes toward using computers as tools.
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Zhang, Qi, and Wei Li. "Construction of Teaching and Education Quality Improvement Model Based on Distributed Information Fusion." Mobile Information Systems 2022 (October 11, 2022): 1–16. http://dx.doi.org/10.1155/2022/3009708.
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Following the growth of educational informatization, the integrated adoption of the Internet in classroom teaching has facilitated the change of instructional pattern from the conventional instructional pattern to a novel information-based instructional pattern. Based on the background of “Internet+,” a variety of new information-based classroom teaching models have emerged. However, in practice, there are still many deficiencies due to the immature application of the model. This paper proposes to use the design-based research paradigm to construct and optimize the teaching mode, and to clarify the design principles of the teaching mode. This paper analyses and designs the English lesson instruction pattern in the distributed information convergence condition from five dimensions: theoretical foundation, online instructional setting, instructional targets, instructional events, and instructional assessment, which construct an instructional pattern. It adopts the method of combining quantitative research with qualitative research and combines the experimental method, questionnaire survey method, classroom observation method, and interview method to assist the research. Through the investigation of 122 valid data, it is shown that the overall amount of classroom codes before the experiment is 57, and the overall amount of classroom codes after the experiment is 150. There is a big difference between the two. It validates the effectiveness of the English lesson instruction pattern in distributed information integration terms in improving students’ English achievement, cooperative learning ability, information literacy, and problem-solving ability.
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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 (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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Kluever, Raymond C., Tony C. M. Lam, Eleanor R. Hoffman, Kathy E. Green, and Dorothy L. Swearingen. "The Computer Attitude Scale: Assessing Changes in Teachers' Attitudes toward Computers." Journal of Educational Computing Research 11, no. 3 (1994): 251–61. http://dx.doi.org/10.2190/484t-cpgx-euhg-qw8p.
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Teachers' attitudes toward computers affect their instructional use of computers and likelihood of profiting from training. The reliability, factorial validity, and fit to a unidimensional model of the Computer Attitude Scale (CAS) was investigated. Pretest and posttest results were collected from 265 teachers who participated in training on classroom applications of computer hardware and software. Four factors were identified: computer anxiety, efficiency, liking, and instructional usefulness. Scale reliability was .94 with post-test subscale reliabilities ranging from .70 to .90. Five items did not fit the multidimensional model. The scale is useful as a computer attitude measure but some item revisions might be considered.
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Yang, Yong-Chil, and Wee-Kyo Chin. "Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction." Journal of Educational Technology Systems 25, no. 1 (1996): 25–35. http://dx.doi.org/10.2190/h6ju-05g8-xrpw-8ep5.
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The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.
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Goforth, Dave. "Learner Control = Decision Making + Information: A Model and Meta-Analysis." Journal of Educational Computing Research 11, no. 1 (1994): 1–26. http://dx.doi.org/10.2190/x799-7fdg-h0vq-th9c.
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Research into the effectiveness of learner control in tutorial computer assisted instruction has produced equivocal results. In order to analyze these results, learner control is defined within a general model of decisions and information in instructional systems. When the research is categorized according to this model, the effectiveness of learner control is confirmed and a preliminary conclusion concerning the importance of information is reached. A case is made for an instructional design focus in learner control research based on model building rather than hypothesis testing.
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Cipani, Ennio, and Patricia J. Kearly. "Designing and Evaluating Computer Assisted Instructional Programs Using a Diagnostic-Prescriptive Model." Journal of Special Education Technology 8, no. 2 (1986): 31–43. http://dx.doi.org/10.1177/016264348600800204.
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The present paper presents a model for the design and evaluation of educational computer assisted instruction programs. Components of a diagnostic prescriptive instructional model are delineated, along with user considerations. A sample software program is evaluated according to the criteria in each of the three categories.
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Rotimi, Okeowo Cornelius, Oke James Ajogbeje, and Oluyemi Omodeleola Simpson Akeju. "A New Kind of Visual-Model Instructional Strategy in Physics." International Journal of Physics and Chemistry Education 4, SI (2012): 28–32. http://dx.doi.org/10.51724/ijpce.v4isi.106.
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The authors’ interest is connected with the application of new technologies in physics education as a means of improving the learning achievement of Physics students at different stages of learning The New Kind of Visual Model instructional strategy introduced in this research is a computer intelligent-based PowerPoint visual simulation used to investigate learning achievement in physics. The research study adopted the Quasi-Experimental Research design. The population comprised of a sample of 168 Secondary School Class-two Physics students purposively selected and treated to 40 minutes tutorials class on the concept of motion. The instrument used consisted in two parts: PowerPoint Computer-simulated visual models which constituted the treatment; and printed materials used to elicit responses to the treatment. There were two activity groups: Experimental group; and Control group. The research study revealed that New Kind of Visual Model instructional strategy contributed positively to learning achievement in physics; result also show that there is significant effect of treatment on students’ retention of learned materials; and has positive significant effect on students’ learning attitude. New Kind of Visual Model instructional strategy will reduce the effects of novelty in method of instruction in all areas of teaching-learning, and may constitute a basis for the use of conceptualism in Computer-aided physics education.
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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 (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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Craig, John S. "A Systematic Approach to Improving In-House Computer Literacy." Journal of Educational Technology Systems 21, no. 1 (1992): 51–70. http://dx.doi.org/10.2190/9n9k-4tw8-9tu9-70tc.
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Computer trainers and technical writers responsible for instructing end users on the proper use of in-house computer systems are challenged with a task that is becoming increasingly complex and vital to an organization's efficiency. Since in-house computer systems are custom-designed for use within organizations, classroom trainers, writers, and other technical communicators must provide comprehensive classroom instruction and documentation for users. This article cites recent research on computer training and writing strategies in the technical communication and instructional technology fields, and how these strategies can be used by technical communicators to instruct users of in-house computer systems. An in-house computer training model is presented to help technical communicators design in-house computer training sessions, improve existing sessions, and create and revise in-house, instructional computer user documentation.
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Hutahaean, Harvei Desmon, Muhammad Isnaini, and Juniar Hutahaean. "Application of Computer Assisted Instruction Model in Physics Learning." Jurnal Penelitian Pendidikan IPA 11, no. 5 (2025): 167–72. https://doi.org/10.29303/jppipa.v11i5.10872.
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The rapid advancement of technology has significantly transformed various sectors, including education, leading to the emergence of e-learning. This approach utilizes electronic media to facilitate faster and more efficient absorption of learning materials by students. One form of e-learning is the Computer Assisted Instruction (CAI) model, which integrates information technology components such as communication tools, audio, video, and images into a cohesive multimedia platform. The implementation of CAI in e-learning enables flexible learning delivery by allowing educators to present instructional content and engage learners interactively, whether in one-on-one sessions or in small groups. This model enhances the learning experience by incorporating tutorials and multimedia presentations. Physics, as a branch of natural science, plays a critical role in shaping human reasoning and intellectual development. It investigates the fundamental elements of the universe, the forces acting upon them, and the resulting interactions, ranging from subatomic particles to cosmic phenomena. Natural Science itself is more than just the accumulation of knowledge in the form of facts or theories—it also involves systematic inquiry and discovery processes. Applying the CAI model in high school physics education, particularly in the topic of straight-motion kinematics, is expected to improve students’ comprehension and conceptual understanding. Based on evaluations from media and subject matter experts, as well as product testing, the instructional media developed has been rated highly feasible, receiving an 86% approval score from users.
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Clark, John L. D. "Toward a Research and Development Strategy for Computer-Assisted Language Learning." CALICO Journal 5, no. 3 (2013): 5–23. http://dx.doi.org/10.1558/cj.v5i3.5-23.
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This article describes and recommends an approach to CALL-related research and development activities in which the CALL portion of the learning process is not addressed in isolation but as part of a total instructional system which also includes the live teacher, textbooks and other print materials, outside-of-class learning opportunities, and numerous other non-technological components. In order to determine the optimum instructional strategy (including CALL) to be used in a given language learning situation, the instructional developer must first assemble detailed information about the intended outcome goals of the instruction, as well as about the language background, language learning aptitude, and other input characteristics of the students to be taught. Only after these crucial initial steps have been taken does it become possible to meaningfully and effectively consider the appropriate instructional strategies to be used in developing the intended outcome performance abilities on the students' part. Eight major procedural steps are discussed for developing, refining, and evaluating the efficiency and effectiveness of language teaching programs based on the input-process-output model described.
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Liaupsin, Carl J. "The Comprehensive Evaluation of a Self-Instructional Program on Functional Behavioral Assessment." Journal of Special Education Technology 17, no. 3 (2002): 5–25. http://dx.doi.org/10.1177/016264340201700301.
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Computer assisted instruction has been used to teach a variety of skills to persons who work with school-age children. However, with few exceptions, the computer-based instructional materials that have been developed to provide training for school professionals have not been subjected to comprehensive empirical validation. More comprehensive evaluations can provide information regarding the validity of content, the quality of design, the perceptions of users, and the barriers that might be encountered when implementing professional development software. The purpose of this study was to conduct a comprehensive evaluation of a computer-based self-instructional program on functional behavioral assessment. This article describes a study that evaluated a self-instructional tutorial on functional behavioral assessment using a comprehensive model of evaluation. The model included the evaluation of (a) content, design, and organizational acceptance, (b) effectiveness of the training, (c) the perceptions of users, and (d) difficulties encountered during implementation. The article discusses the results of the evaluation, presents implications for researchers and software developers, and concludes with suggestions for future research.
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Harvey, T. Edward. "Computer-Assisted Spanish-Composition Instruction Survey—1986." CALICO Journal 4, no. 2 (2013): 55–67. http://dx.doi.org/10.1558/cj.v4i2.55-67.
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This study reports on a survey of Spanish instructors' views on the use of computers in Spanish composition instruction. Data are reported for 208 (from a total of 1,678) full-time instructional faculty at universities, two-year colleges, and high schools across the nation. Most respondents taught one-semester courses whose enrollment sizes were increasing. Text use for the majority of programs is three years or less. This corresponds to the advent of process-model texts. Apples and IBM-PCs predominate among the hardware available. The lack of foreign-character support remains the major frustration reported. Essay analyzers are new to nearly everyone. There is mixed opinion about the real versus the expected benefits of using word processors as part of composition instruction. However, the time appears right for a paradigm shift and curriculum definition to include computer-assisted composition instruction.
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Loh, Christian Sebastian. "Researching and Developing Serious Games as Interactive Learning Instructions." International Journal of Gaming and Computer-Mediated Simulations 1, no. 4 (2009): 1–19. http://dx.doi.org/10.4018/jgcms.2009091501.
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As serious games gain momentum in the academic arena, no doubt more educators and instructional technologists will begin considering the possibility of making their own games for instruction. As developers of instructional resources, instructional technologists need to steer clear of producing more ‘video’ games, and instead, developing more ‘serious’ games that incorporate both learning and assessment. The research community needs to learn from tested processes and best practices to avoid repeating old mistakes. The model for serious game making presented in this article has been used successfully for the creation of an award winning project, and will now be shared for the benefits of fellow researchers, educators, and instructional technologists.
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Litchfield, Brenda C., and John V. Dempsey. "A Seven-Stage Quality Control Model for Interactive Videodisc Projects." Journal of Educational Technology Systems 20, no. 2 (1991): 129–41. http://dx.doi.org/10.2190/ertm-hffl-r7wp-g0nw.
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With the rapid increase of videodisc instruction in numerous areas of education and training, more and more individuals are becoming involved with interactive video design and development efforts. This process is complex and requires different skills from the instructional development efforts needed for print or computer-based instruction. The success of a project will depend on the execution of precise quality control procedures during all phases of design, development, production, and revision. This article presents a quality control model that is intended for use with reasonably large projects. Portions, however, can be revised to accommodate projects of various sizes and product types.
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Tosho, Abdulrauf, Ariffin Abdul Mutalib, and Sobihatun Nur Abdul-Salam. "Conceptual Design Model of Instructional Interfaces." International Journal of Distance Education Technologies 14, no. 4 (2016): 68–82. http://dx.doi.org/10.4018/ijdet.2016100106.
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This paper describes an ongoing study related to a conceptual design model, which is specific to instructional interface design to enhance courseware usage. It was found that most of the existing courseware applications focus on the needs of certain target with most of the courseware offer too little to inclusive learners. In addition, the use of structure, layout, and navigation to improve the courseware instructional interfaces as part of usability strategies was also problematic for developers. Thus, this study aims at creating an alternative instructional interface as part of usability strategies for inclusive education systems called Instructional Interface Design for Courseware (IID4C). It is proposed as guidance for the developer to refer to. The study used comparative analysis technique to determine the elements of the model. In the end, this study finds that the IID4C model is useful for information accessibility and contributes to the designing of instructional courseware. Future works are to evaluate the proposed model among disabled and non-disabled learners.
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Rhodes, Miriam J., Hanno Van Keulen, Martine A. R. Gijsel, and Adrie J. Visscher. "Equipping Teachers for Integrated Language, Science and Technology Instruction: The Design of a 4C/ID-Based Professional Development Program." Education Sciences 14, no. 4 (2024): 411. http://dx.doi.org/10.3390/educsci14040411.
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Integrated language, science and technology (ILS&T) instruction is a complex task for primary school teachers that requires professional development. Task-centered educational approaches such as the four-component instructional design (4C/ID) model are well suited for the development of complex professional skills. This article describes the application of the Ten Steps approach to the 4C/ID model in the domain of teacher education. The findings describe a blueprint for a 4C/ID-based teacher professional development program aimed at equipping in-service primary school teachers with the competences for ILS&T instruction, which can support instructional designers, teacher educators and researchers in making informed instructional design decisions.
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Alzahrani, Saad. "Applying ADDEI Model to Develop a Computer-Assisted Vocabulary Acquisition (CAVA) Software." Journal of Interactive Learning Research 32, no. 1 (2021): 5–41. https://doi.org/10.70725/835245ogllnd.
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This article presents a systematic instructional design procedure to develop a Computer-Assisted Vocabulary Acquisition (CAVA) software in a consistent and reliable way. The design process involves ADDIE fundamental elements: Analyse, Design, Development, Implementation, and Evaluation. This article will describe in detail each of the five ADDIE phases, and the working activities conducted in each, which are designed to manage CAVA instructional design process.
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Vos, Hans J. "Optimal Sequential Rules for Computer-Based Instruction." Journal of Educational Computing Research 19, no. 2 (1998): 133–54. http://dx.doi.org/10.2190/9hqu-gyfe-85gy-eucr.
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The purpose of this article is to formulate sequential rules for adapting the appropriate amount of instruction to learning needs in the context of computer-based instruction. The framework for the approach is derived from Bayesian decision theory. Both a threshold and linear utility structure are considered. The binomial distribution as well as Kelley's regression line from classical test theory are adopted as the psychometric model involved. Optimal sequential rules will be derived both for the situation that collateral information but no prior knowledge about student's true level of functioning is available and for the situation that a beta distribution representing student's prior knowledge is assumed. An empirical example of sequential instructional decision making for concept-learning in medicine concludes the article.
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Rizky, EmaWulansari* Deno Puyada IndraWijaya &. KasmanRukun. "EFFECTIVENESS OF INSTRUCTIONAL MEDIA BASED GAME ON MATHEMATICS AT VOCATIONAL HIGH SCHOOL." INTERNATIONAL JOURNAL OF RESEARCH SCIENCE & MANAGEMENT 4, no. 12 (2017): 125–28. https://doi.org/10.5281/zenodo.1134077.
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Instructional Media was a tool or form of stimulus which serves to submitted a learning massage. Computer could be used as instructional media. Instructional media of computer could facilitate student to independent learning. Based on observation, researcher found that using of instructional media had not been maximal, just using whiteboard and power point only. This research aimed at developed instructional media based game on mathematics at Vocational High School. Model of this research was 4D (four-D) model that was developed by S. Thiagarajan et al. There were four steps in 4D (four-D) model, were follow: define (define phase), design (design phase), develop (development phase), disseminate (disseminate phase). Electivity test include in develop phase. Electivity test was done with using pretest and posttest that given to students. The effectiveness of instructional media based game was expressed effective for improving results of student learning because 82,1% of students have reached KKM
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Chong, Pei Yee, and Esmadi Abu Abu Seman. "Instructional Planning for STEM Learning in Computer Science." Malaysian Journal of Social Sciences and Humanities (MJSSH) 10, no. 4 (2025): e002771. https://doi.org/10.47405/mjssh.v10i4.2771.
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The Malaysian Matriculation Department aims to produce high-quality pre-university students who meet industry demands, in line with the Malaysia Education Blueprint 2013-2025. However, traditional instructional methods rely heavily on rote memorization, limiting students’ ability to apply knowledge in real-world contexts. To address this, STEM education must integrate authentic learning experiences that foster critical thinking and problem-solving skills. This study proposes a structured blended learning model for computer science education in Malaysian matriculation programs, incorporating blended learning strategies, authentic learning approaches, 21st-century skills, and technology tools. A convergent mixed-methods research design was employed, collecting both qualitative and quantitative data from students, lecturers, and administrators in a one-year matriculation program. Findings indicate that structured instructional guidance enhances students' engagement in real-world tasks, promoting self-directed learning and reducing reliance on rote memorization. A teaching guide was developed to support lesson planning, enabling educators to design interactive and meaningful learning experiences. The study also highlights that institutional support and educators’ willingness to adopt new teaching methods are critical for successful blended learning implementation. This research contributes to computer science education by providing a comprehensive instructional model tailored to the Malaysian matriculation context. By shifting towards student-centered, technology-driven learning, the proposed model enhances knowledge retention and practical skill development, better preparing students for higher education and future careers.
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Anderson, Janelle, Chris Goplen, Lynn Murray, et al. "Human respiratory mechanics demonstration model." Advances in Physiology Education 33, no. 1 (2009): 53–59. http://dx.doi.org/10.1152/advan.90177.2008.
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Respiratory mechanics is a difficult topic for instructors and students alike. Existing respiratory mechanics models are limited in their abilities to demonstrate any effects of rib cage movement on alveolar and intrapleural pressures. We developed a model that can be used in both large and small classroom settings. This model contains digital pressure displays and computer integration for real-time demonstration of pressure changes that correspond to the different phases of breathing. Moving the simulated diaphragm and rib cage causes a volume change that results in pressure changes visible on the digital sensors and computer display. Device testing confirmed the model's ability to accurately demonstrate pressure changes in proportion to physiological values. Classroom testing in 427 surveyed students showed improved understanding of respiratory concepts ( P < 0.05). We conclude that our respiratory mechanics model is a valuable instructional tool and provide detailed instructions for those who would like to create their own.
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Clouse, R. Wilburn, and Larry N. Garrett. "Case Analysis: An Instructional Tool." Journal of Educational Technology Systems 23, no. 1 (1994): 39–51. http://dx.doi.org/10.2190/hv55-2w56-m7xl-m6rw.
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This article describes the application of Case Analysis to a learner-centered computer-based instructional model. The cases illustrated how this model fosters problem solving, creative and rational thinking, logical analysis, and learner-motivation and self directions. Case analysis is used to apply real life situations to a learning environment that can “hook” the case problem to the knowledge and interest level of the adult learner.
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Bennett, Randy Elliot, and J. R. Jefferson Wadkins. "Interactive Performance Assessment in Computer Science: The Advanced Placement Computer Science (APCS) Practice System." Journal of Educational Computing Research 12, no. 4 (1995): 363–78. http://dx.doi.org/10.2190/5wqa-jb0j-1cm5-4h50.
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The Advanced Placement Computer Science (APCS) Practice System is an instructional assessment device meant to give students practice in, and feedback on, elementary programming tasks. The system includes a programming editor, item pool, two feedback facilities, and electronic portfolio tools. Students write Pascal procedures using the editor, test them with system-generated data, and, for selected problems, can call for a nonsyntactic analysis that produces a partial-credit score and a diagnostic commentary. Results of solution testing and nonsyntactic analysis are recorded by the portfolio tools. This article describes the system's background, instructional model, feedback facilities, and potential uses.
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Marek, Michael W., and Wen-chi Vivian Wu. "Establishing a “Standard Model” for CALL Instructional Design." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 3 (2020): 79–88. http://dx.doi.org/10.4018/ijcallt.2020070106.
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This article proposes a Standard Model of CALL, i.e., a compilation of fundamental theories and practices that should always be considered when creating an instructional design for the Computer Assisted Language Learning (CALL). This proposed model is inspired by the standard model of physics which is the widely accepted understanding about how the fundamental particles and forces of the universe operate. The authors propose that the following concepts be considered the foundational components of the Standard Model of CALL which should shape the CALL context: (1) Reverse engineering of instructional requirements from outcome goals; (2) Instructional design based on affordances; (3) Constructivism embodied in student-centered active learning; (4) Communicative Language theory (CLT); (5) Authentic learning materials and experiences, (6) Incremental learning; (7) Task-Based Instructional Design; (8) Gamification; and (9) Long term use via curriculum integration. They collectively form a foundation and framework for common contextual elements that all CALL instructional design should consider.
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Conejo, Lovely A., Gerry B. Estrada, and Roey C. Sumaoy. "Technology Integration through Computer-Aided Instruction (CAI) in Teaching TLE 11 Garments Concepts." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 3832–41. https://doi.org/10.47772/ijriss.2025.903sedu0275.
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This study explored the integration of video tutorial-based Computer-Aided Instruction (CAI) in teaching garment concepts, specifically “Draft and Cut Pattern for Ladies’ Trousers,” to Grade 11 Technology and Livelihood Education (TLE) students. The research employed a developmental, descriptive design based on the ADDIE instructional design model. The study was conducted at Parang National High School in Surigao del Sur, involving purposively selected Grade 11 students. The students utilized the developed CAI material, and the data were gathered through pretests and posttests, as well as a validated Technology Acceptance Model (TAM)-based questionnaire assessing content, instructional, and technical quality. Findings showed that the developed CAI material was highly rated in all quality domains, with strong agreement on its effectiveness, user-friendliness, and relevance to the curriculum. Students perceived the material as valuable for enhancing learning, fostering confidence, and increasing engagement. A significant improvement in posttest scores was observed among students, affirming the material’s effectiveness. Statistical analysis revealed a meaningful difference between pre- and posttest results, indicating the CAI’s positive impact on learning outcomes. The study concludes that CAI is an effective and acceptable instructional approach for teaching garment concepts. It is recommended that learners maximize its use, teachers integrate it into pedagogy, administrators provide necessary support, DepEd explore policy integration, and future researchers expand on its long-term impacts in technical-vocational education.
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Kardipah, Seipah, and Basuki Wibawa. "The Development of Flipped-Blended Model of Computer Application Course in Higher Education." Asia Proceedings of Social Sciences 3, no. 2 (2019): 6–9. http://dx.doi.org/10.31580/apss.v3i2.266.
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This study attempts to develop and investigate the effectiveness of flipped-blended model for Computer Application Course. A physical instructional model was developed by researcher and was evaluated by experts and students. The experts reviewed the model and provided input for improving the instructional model. The experts were subject matter experts, instructional design experts, media experts, and language experts. Those experts provided suggestions for improving the instructional model. The experts reviewed instructional analysis, instructional strategies, map of competencies, assessment instruments, and learning materials consisting of worksheets and online videos. The experts have recommended some revision of the map of competencies, the directions on pre-tests and post-tests, the worksheets, and the online videos. After being revised, the model is ready to be tested by students. The trial of the model was conducted by lecturers and students after the revision of the model was completed. A total of 24 students from Muhammadiyah Economics School Jakarta also participated in this study. A single group pretest-posttest design was used. The means of the pretest and posttest were determined to find the effectiveness of the flipped-blended model. The attitude survey questionnaire was used to explore the students’ attitude towards the flipped-blended model for Computer Application course and interviews with students were administered to find more information about the students’ attitudes and perceptions. A paired sample t-test showed that there was a statistical significant difference in the means of pretest (M = 54.64) and posttest (M = 83.27). They were significantly different by 28.63 with p-value less than alpha level (α =.05), indicating an improvement due to the treatment of the instructional model. Interactions in flipped-blended models took place both online and in classroom. The online interactions often occurred on Whatsapp application. According to the students, Whatsapp usage was easier and faster because the messages were received and replied immediately. Meanwhile, interactions in the classroom occured fairly often because the lecturer goes around the class to help students who are in trouble. This happens because the lecture material is presented outside the classroom so that the lecturers and students have more time to complete tasks. Various concepts can be more easily understood by students in the classroom by completing the assigned tasks. The results of the interview shows that students prefer complicated assignments to easy assignments. Students have become accustomed to easy assignments because they have done the easy assignments which were given outside the classroom.
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Erwin, T. Dary, and Randall B. Nelson. "A Study of a Computer-Assisted Instructional System Using Causal Modeling." Journal of Educational Computing Research 2, no. 2 (1986): 221–33. http://dx.doi.org/10.2190/7jh6-k6y8-u7cd-7ga1.
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A causal model was developed to test the effects of scholastic ability, computing attitudes, and computing background on the use of a computer-assisted instruction (CAI) system called PLATO-LDEC, on attitudes about PLATO-LDEC, on computing attitudes after student's PLATO-LDEC experience, and on course grade. In general, the greater a student's ability as measured by the SAT, the less time the student spent using the PLATO-LDEC courseware. Students' prior attitudes about computers had an effect on how they perceived PLATO-LDEC and how they perceived computers after their CAI experience. Neither prior computing attitudes nor computing background had any effect on PLATO-LDEC usage, and only computing background had a small effect on course grade.
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Dalbey, John, and Marcia C. Linn. "Cognitive Consequences of Programming: Augmentations to Basic Instruction." Journal of Educational Computing Research 2, no. 1 (1986): 75–93. http://dx.doi.org/10.2190/8q3h-cvb1-88br-vv2q.
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A study of junior high students was undertaken to investigate the cognitive outcomes of a first course in computer programming. A model for understanding the learning outcomes is presented, called the chain of cognitive consequences. This model describes the knowledge and skills that potentially can be gained from programming. The model suggests how programming instruction could be augmented so as to focus on higher cognitive skills. An experimental design was implemented which compared two “augmentations” to traditional BASIC instruction. Three important findings were modest achievement scores, large between-site variation, and significant effect of augmentations. The limitations of current instruction for producing cognitive outcomes are discussed, and the instructional implications of this study are presented.
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Sakulwichitsintu, Songlak. "Mobile Technology – An Innovative Instructional Design Model in Distance Education." International Journal of Interactive Mobile Technologies (iJIM) 17, no. 07 (2023): 4–31. http://dx.doi.org/10.3991/ijim.v17i07.36457.
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This research aims to introduce and examine the innovative instructional design model with Mobile Technology for undergraduates of School of Liberal Arts at Sukhothai Thammathirat Open University. Furthermore, it will evaluate the innovative instructional design model with Mobile Technology accordingly. The participants in the project comprised 30 undergraduates from the Information Science program, Thai Studies program, and English program who took the Science, Technology and Environment for Life course. They were selected through the cluster sampling technique. The research instruments comprised the innovative instructional design model, evaluation forms and the pre- and post- achievement tests. Included as well was the questionnaire on undergraduates’ opinions towards the model. The data analysis used the mean, the standard deviation, and the t-test. In addition, the model contains distance learning lessons which have been developed by Mobile Technology, and have passed educational quality assurance measures. It has been categorized regarding content, educational technology, and assessment by experts in content, educational technology, and assessment. The innovative instructional design with Mobile Technology has also been rated as “most appropriate” by five experts in the areas of distance education, mobile technology, educational technology, assessment, and content. The undergraduates learning from the innovative instructional design model showed significant achievement at the .05 level and their satisfaction was rated at the “high satisfaction” level. This paper reports the research findings regarding selected elements of the innovative instructional design model. It comprises the input, the process, the output and the feedback. There are nine steps to the innovative instructional design model with Mobile Technology.
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Wibawa, Basuki, and Paidi . "THE DEVELOPMENT OF BLENDED LEARNING BASED ON HANDPHONE FOR COMPUTER SYSTEM SUBJECT ON XI GRADE OF SMKN 1 BENGKULU CITY." Humanities & Social Sciences Reviews 7, no. 3 (2019): 497–502. http://dx.doi.org/10.18510/hssr.2019.7373.
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Purpose of Study: Education has an important role to improve the quality of human resources that made the younger generations could develop their potential optimally. Vocational High School (SMK) is one of the educational institutions that has prepared their graduates to enter the working world. One of the compulsory programs in Vocational High School is the students were carried out on the fieldwork practices (PKL). To provide learning access for students as long as they stayed in the industry area, so it was necessary to give learning on blended learning by using handphone as a learning media. In order to get students’ learning outcomes be maximized, so the development of this learning should be done by applying Research and Development patterns that were adapted from The Steps of System Approach Model of Educational Research and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. Blended learning models that would be developed are Norman Vaughan and Flipped Classroom Models. Learning materials were developed are computer system subject. The measurement of result development was done by the formative evaluation that consisted of one to one evaluation with expert, one to one evaluation with learner, small group and field trial.
 Methodology: The methodology that was conducted is stages of learning model adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended learning model that will be developed is the Norman Vaughan model and Flipped Classroom Model. (Helena Gillespie et.all, 2007)
 Results: Stages of learning model development that was adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended Vaughan model and Flipped Classroom Model. Stages of development process as follows:1) Data and Information Collecting, 2) Identity Instructional Goal, 3) Conduct instructional Analyze, 4) Analyze Learners and Contexts, 5) Write Performance Objectives, 6) Develop AssessmentInstrument, 7) Develop Instructional Strategy, 8 Develop and Select Instructional Materials, 9) Revise Instruction, 10) Design and Conduct Formative Evaluation of Instruction (Gall et all).
 Implications/Applications: Development of blended learning based on handphone was appropriate to be used in learning at XI grade of SMK. It was caused that students of XI grade have followed the practice of field work for about 3 months, as long as the students followed the practice of fieldwork, it meant that the learning process was still being applied by using handphone media and learning outcomes showed that there was an improvement in learning outcomes.
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Alonso, Fernando, Daniel Manrique, and José M. Viñes. "A moderate constructivist e-learning instructional model evaluated on computer specialists." Computers & Education 53, no. 1 (2009): 57–65. http://dx.doi.org/10.1016/j.compedu.2009.01.002.
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Wright, Peter. "Choosing a computer based instructional support system: An evaluation/selection model." Computers & Education 14, no. 3 (1990): 217–25. http://dx.doi.org/10.1016/0360-1315(90)90004-q.
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Heru, Heru. "PENGEMBANGAN MULTIMEDIA GAME PEMBELAJARAN MATEMATIKA SMP." Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika 4, no. 1 (2018): 01. http://dx.doi.org/10.29407/jmen.v4i01.12003.
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This has made a great contribution that the use of ICT in education. Utilization of ICT which is directly in contact with the medium of education is the development of computer-assisted learning (Computer Assisted Instruction). This research is the development of multimedia instructional games of mathematics research in class VII Secondary School I Muhammadiyah Palembang. The purpose of this research is to; 1) produce an instructional multimedia math’s games class VII of the valid Secondary School; 2) produce multimedia instructional math games class VII Secondary School practically; 3) produce multimedia instructional math games class VII Secondary School which has a potential effect. The development model used in this research is a Plomp model consisting of three phase: a) preliminary research phase; b) prototype phase; c) assessment phase. Based on the data obtained by the researcher concluded that the third prototype is being developed has a good level of practicality with the average value of the results of the analysis of student questionnaire was 83.33 (both categories) and the average value of the results of the analysis of observations is 85 (category well). Meanwhile, in terms of potential effects posed by interactive multimedia categorized very well with the results of the analysis of the average value of 92.29 and the student is otherwise completed for all the test results, the scores of all the students are more than a minimum completeness criteria (KKM’s score which is more than 60)
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Çakıroğlu, Ünal, Seyfullah Gökoğlu, and Mücahit Öztürk. "Pre-Service Computer Teachers’ Tendencies Towards the Use of Mobile Technologies: A Technology Acceptance Model Perspective." European Journal of Open, Distance and E-Learning 20, no. 1 (2017): 176–91. http://dx.doi.org/10.1515/eurodl-2017-0011.
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AbstractDrawing on the Technology Acceptance Model (TAM), this exploratory study examines the preservice teachers’ adoption of mobile technologies through the factors of current use, instructional use and future use in their teaching practices. Participants were 466 pre-service computer teachers enrolled at a public university in Turkey. A questionnaire developed by the researchers was used to collect data. Results indicated that the current use and instructional use factors had a strong positive correlation and also there was a similar correlation with the factor of future use and current use. Relationships between current, instructional, and future use of mobile technologies explained within the context of perceived usefulness, ease of use, and behavioural intention constructs of the TAM.
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Rizal, Setria Utama, Dadung Maulana, and Mazrur Mazrur. "PENGEMBANGAN COMPUTER BASED INSTRUCTIONAL MATERI �HAJI� DI MADRASAH ALIYAH." TA'DIBUNA: Jurnal Pendidikan Agama Islam 4, no. 2 (2021): 144. http://dx.doi.org/10.30659/jpai.4.2.144-155.
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Hajj is one of the important materials in Islamic religious education whose learning achievements not only include cognitive aspects but also psychomotor and affective aspects. This requires learning media that can facilitate teachers in achieving the achievement. This study aims to develop fiqh learning media on Hajj material. In this study, the product was assessed using the assessment of several questionnaires based on the results of the product trial tested to two experts, namely: media experts and material experts and 10 students. The results of this study found that adobe flash-based media Flash Cs 6 has good quality. This research design uses the development model, the Addie model, this model uses five stages, namely analysis, design, development, implementation, and assessment. The results of the study on the development of learning media based on ADOBE FLASH CS 6 in the Hajj class X Ma Muslimat NU Palangka Raya have been developed. Evidenced by the results of validation by a media expert on the display aspect of obtaining a value of 4.5 and for the aspect of programming to get a value of 4.5 and for validation by the material expert for the learning aspect of obtaining a value of 4.8 and the content aspect gets a value of 4.7. So, this product is biased to be valid. So, from the results of the data obtained, the product in the immunity of the two valid criteria according to the material and media experts.Keywords: Adobe Flash CS6, Learning Media, Hajj, Aliyah Madrasah
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Rizal, Setria Utama, Dadung Maulana, and Mazrur Mazrur. "Pengembangan Computer Based Instructional Materi �Haji� di Madrasah Aliyah." TA'DIBUNA: Jurnal Pendidikan Agama Islam 4, no. 2 (2021): 144. http://dx.doi.org/10.30659/jpai.4.2.39-50.
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Pembelajaran Fikih dengan materi Haji merupakan materi yang bersifat Praktek, sehingga terdapat tahapan-tahapan dalam proses penyampaian materi agar dapat dipahami secara merata oleh siswa. Materi pembelajaran yang bersifat praktek ini, tidak cukup hanya di ajarkan dengan metode konvensioal saja namun juga diperlukan bahan ajar yang tepat agar bias membantu proses pembelajaran secara efektif dan efesien. Oleh karena itu pembelajaran dengan menggunakan bahan ajar Adobe Flash CS 6 dirasa sangat cocok dan tepat digunakan. Penelitian ini bertujuan untuk mengembangkan media pembelajaran. Dalam penelitian ini produk dinilai menggunakan penilaian beberapa angket berdasarkan hasil uji coba produk yang diujikan kepada dua ahli yaitu: ahli media dan ahli materi serta 10 siswa. Hasil dari penelitian ini didapatkan bahwa media pembelajaran berbasis Adobe Flash CS 6 ini berkualitas baik. Desain penelitian ini menggunakan model pengembangan yaitu model ADDIE, model ini menggunakan lima tahapan yaitu Analisis, Desain, Pengembangan, Implementasi dan Penilaian. Hasil penelitian pada pengembangan media pembelajaran berbasis iAdobe Flash CS 6 pada materi haji kelas X MA Muslimat NU Palangka Raya selesai dikembangkan. Dibuktikan dengan hasil validasi oleh ahli media pada aspek tampilan mendapatkan nilai sebesar 4,5 dan untuk aspek pemprograman mendapatkan nilai 4,5 dan untuk validasi oleh ahli materi untuk aspek pembelajaran mendapatkan nilai 4,8 dan aspek isi mendapatkan nilai 4,7. Sehingga produk ini bias dikatakan valid. Jadi dari hasil data yang diperoleh, produk in imemenuhi kedua kriteria valid menurut para ahli materi dan media.Sehingga dapat disimpulkan bahwa media pembelajaran berbasis Adobe Flash CS 6 pada materi haji �ini berkualitas baik.
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Karthikeyan, P., A. M. Abirami, and M. Thangavel. "Enhancing Learner Engagement in Online Education through ADDG9E Model." Journal of Engineering Education Transformations 37, IS2 (2024): 54–61. http://dx.doi.org/10.16920/jeet/2024/v37is2/24022.
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Abstract—Nowadays, Online Education has been an inevitable choice of practice in the teaching-learning process. Learner engagement is one of the ineluctable challenges faced by the course teachers. For sustaining the learner's engagement throughout the course, teachers have to plan teaching-learning activities such as learning environment, content delivery, active student engagement, assessment, and evaluation. To plan teaching–learning activities effectively, the ADDG9E Instructional Design model, the combination of ADDIE and the Gagne’s 9 events models, has been proposed. Computer Programming CP101x – online bridge course has been offered to first-year engineering students. This course has been offered to improve the problem-solving skills of the learners. The proposed model has been implemented for organizing an online bridge course using the Moodle platform. The experimental results show that the proposed model has improved the learner's engagement, sustainability in learning, formative and summative assessment scores compared to physical classroom teaching. The course feedback shows that how well the learners have enjoyed their learning in the proposed ADDG9E Instructional Design modelbased online bridge course on computer programming. Keywords— ADDIE Model, Gagne’s 9 Events Model, Online Instructional Design, Online Learning, Online Course Design, Student Engagement, Self-Learning, Self-Motivation.
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Diningrat, Syaiputra Wahyuda Meisa, Punaji Setyosari, Saida Ulfa, and Utami Widiati. "Integrating PBI in the flipped classroom: A framework for effective instruction." World Journal on Educational Technology: Current Issues 12, no. 2 (2020): 117–27. http://dx.doi.org/10.18844/wjet.v12i2.4662.
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The existence of the flipped classroom has gained attention among scholars and teachers, particularly in higher education. This instructional model appeals much concern due to its capability not only to shift the instructional process from teacher-centered to student-centered but also to transform university classrooms into an active learning environment where students have the opportunity to apply concepts to solve the problems. However, the current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional concerns, such as technical difficulty, design gaps between pre-class and in-class learning activity, and little study on robust frameworks have been developed for this instructional. Consequently, teachers generate an inadequate learning activity design in the flipped classroom. Therefore, this study aims to develop a vigorous framework for the flipped classroom model by integrating problem-based instructional strategy. After reviewing relevant theories and empirical findings, the result of the study provides a foundation framework for the flipped classroom design. This framework consists of two circles of learning activity design that coherence between pre-class and in-class. The theoretical framework provided in this study is considered as initial study, thus, further researches are highly suggested for future scholars to explore its effectiveness.
 Keywords: flipped classroom, instructional framework, effective instruction;
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Maulana, Dadung. "Pengembangan Computer based Instructional materi "Haji" di Madrasah Aliyah." TASAMUH: Jurnal Studi Islam 14, no. 1 (2022): 115–23. http://dx.doi.org/10.47945/tasamuh.v14i1.446.
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 Pembelajaran Fikih dengan materi Haji merupakan materi yang bersifat Praktek, sehingga terdapat tahapan-tahapan dalam proses penyampaian materi agar dapat dipahami secara merata oleh siswa. Materi pembelajaran yang bersifat praktek ini, tidak cukup hanya di ajarkan dengan metode konvensioal saja namun juga diperlukan bahan ajar yang tepat agar bias membantu proses pembelajaran secara efektif dan efesien. Oleh karenaitupembelajarandenganmenggunakanbahan ajar Adobe Flash CS 6 dirasasangatcocokdantepatdigunakan.Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis Adobe Flash CS 6 pada materi Haji Kelas X MA Muslimat NU Palangka Raya. Dalam penelitian ini produk dinilai menggunakan penilaian beberapa angket berdasarkan hasil uji coba produk yang diujikan kepada dua ahli yaitu: ahli media dan ahli materi serta 10 siswa. Hasil dari penelitian ini didapatkan bahwa media pembelajaran berbasis Adobe Flash CS 6 ini berkualitas baik.Desain penelitian ini menggunakan model pengembangan yaitu model ADDIE, model ini menggunakan lima tahapan yaitu Analisis (Analysis), Desain (Design), Pengembangan (Development), Implementasi (Implementation) dan Penilaian (Evaluation).Hasil penelitian pada pengembangan media pembelajaran berbasis iAdobe Flash CS 6 pada materi haji kelas X MA Muslimat NU Palangka Raya selesai dikembangkan. Dibuktikan dengan hasil validasi oleh ahli media pada aspek tampilan mendapatkan nilai sebesar 4,5 dan untuk aspek pemprograman mendapatkan nilai 4,5 dan untuk validasi oleh ahli materi untuk aspek pembelajaran mendapatkan nilai 4,8 dan aspek isi mendapatkan nilai 4,7. Sehingga produk ini bias dikatakan valid. Jadi dari hasil data yang diperoleh, produk in imemenuhi kedua kriteria valid menurut para ahli materi dan media.Sehingga dapat disimpulkan bahwa media pembelajaran berbasis Adobe Flash CS 6 pada materi haji ini berkualitas baik.
 Kata kunci :Pengembangan Media Pembelajaran materi Haji di Madrasah Aliyah
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JCP, Admin. "DEVELOPING A MODEL OF ENGLISH INSTRUCTIONAL MATERIALS USING ENGLISH FOR SPECIFIC PURPOSE (ESP) APPROACH FOR INFORMATION SYSTEM (SI) STUDENTS OF STMIK PALANGKA RAYA." Journal Compound : Improving the Quality of English Education 7, no. 1 (2019): 42–67. http://dx.doi.org/10.37304/jcp.v7i01.262.
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ABSTRACTThe lecturers of STMIK Palangka Raya were given the autonomy in developing the curriculum andsyllabus of English subject so they must use English instructional material that related with the developedcurriculum and syllabus. So that, the writer was interested in developing English instructional material andconsidering English for specific purpose as the approach in developing the material. The topics of thedeveloped English instructional materials were about computer and technology. The subject of this R &Dstudy was the Information System (SI) students of STMIK Palangka Raya. The research accomplishedthrough the procedures of need analysis, first draft material development, expert validation, materialsrevision, material try out and final draft of material revision. The instrument used in this study consisted ofobservation, questionnaire and guided interview for the students, lecturers and also the expert validation.The data obtained were analyzed and described qualitatively. The result of the need analysis showed thatthe students were in the need of English Instructional Materials which were relevant to their major contentcourse and their level of English proficiency. Related to this condition, the materials taken from someEnglish for computer user books and some related websites. The data of try out showed that theeffectiveness of the developed material in teaching learning process during try out, the observation andinterview reflected that the students were very interested about the latest English Instructional Materialsand they got involve actively in teaching learning process.Keywords: developing instructional material, English for specific purpose, English for computer user
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Lo, Chung Kwan. "Examining the Flipped Classroom through Action Research." Mathematics Teacher 110, no. 8 (2017): 624–27. http://dx.doi.org/10.5951/mathteacher.110.8.0624.
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There is a growing interest in using a flipped classroom format in day-to-day teaching. According to Bishop and Verleger (2013), direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some materials before class. Therefore, the in-class time is no longer occupied by teachers' direct instruction. Teachers can provide more interactive learning activities to facilitate peer interactions.
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Lee, Young-Jin. "Modeling students’ problem solving performance in the computer-based mathematics learning environment." International Journal of Information and Learning Technology 34, no. 5 (2017): 385–95. http://dx.doi.org/10.1108/ijilt-05-2017-0031.
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Purpose The purpose of this paper is to develop a quantitative model of problem solving performance of students in the computer-based mathematics learning environment. Design/methodology/approach Regularized logistic regression was used to create a quantitative model of problem solving performance of students that predicts whether students can solve a mathematics problem correctly based on how well they solved other problems in the past. The usefulness of the model was evaluated by comparing the predicted probability of correct problem solving to the actual problem solving performance on the data set that was not used in the model building process. Findings The regularized logistic regression model showed a better predictive power than the standard Bayesian Knowledge Tracing model, the most frequently used quantitative model of student learning in the Educational Data Mining research. Originality/value Providing instructional scaffolding is critical in order to facilitate student learning. However, most computer-based learning environments use heuristics or rely on the discretion of students when they determine whether instructional scaffolding needs be provided. The predictive model of problem solving performance of students can be used as a quantitative guideline that can help make a better decision on when to provide instructional supports and guidance in the computer-based learning environment, which can potentially maximize the learning outcome of students.
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Yeo, Sanghee. "Instructional Design for Computer-Based Clinical Skill Training at Medical Schools Applying a Systemic Instruction Design Model." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 16 (2019): 921–58. http://dx.doi.org/10.22251/jlcci.2019.19.16.921.
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Rezaei, Alireza, and Larry Katz. "A Cognitive Model for Conceptual Change in Science Instruction with a Focus on Educational Software Development." Journal of Educational Computing Research 19, no. 2 (1998): 155–74. http://dx.doi.org/10.2190/6yuf-wnyu-7gx0-02a7.
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In this article the authors introduce the Inventive Model as a theoretical base for science instruction and for software development in science education. The Inventive Model is a constructivistic approach to conceptual change. This model is presented as a response to the urgent need for a theoretical framework for software development in the area of conceptual understanding in science and mathematics. The model is based on the theoretical works of the pioneers in the field as well as the recent innovative/effective practices in science instruction. Some components of the model have been tested successfully in the past. However, the effectiveness of the whole model needs to be tested. Natural language understanding is a major limitation of computer-based instruction [1]. However, in this article it is shown how simple diagnostic tests, students' log files, and other advantages of computer assisted instruction (CAI) may compensate this limitation. In ongoing research the authors are developing an instructional multimedia program for conceptual change in physics based on the model. The multimedia program can be used individually, in small groups, or by the whole class under the teacher's guidance. Qualitative and quantitative comparisons between the individualized version of the multimedia program and the traditional physics instruction are the main goals of the ongoing research.
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Amalina, Nur. "EVALUASI PROGRAM DESAIN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM MELALUI MODEL CONTEXT, INPUT, PROCESS, PRODUCT (CIPP)." Kelola: Journal of Islamic Education Management 4, no. 2 (2019): 127–48. http://dx.doi.org/10.24256/kelola.v4i2.870.
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This study aims to determine aspects of context, input, process and product Islamic Instructional Design in SMAN 4 Palopo. This study is a qualitative research. The approach was management. Analysis of the data used were descriptive analysis by performing data reduction, data presentation, and conclusion. The results of this study indicate that: (1) According to context, form of Islamic instructional design used was a curriculum-based learning design in 2013 formulated individually. The teachers' qualifications were accordance with the educational background and pedagogical competence of some teachers was still less than the maximum, and supporting factors were computer, papers, and printer. (2) According to input, the support of school and effort of the teachers was still less than the maximum. (3) According to process, the suitability of the utilization of the Islamic instructional design was sometimes appropriate and sometimes not appropriate. The time of making the Islamic instructional design conducted beginning of each semester, although sometimes the Islamic instructional design has not finished and the period of utilization of the Islamic instructional design was for one semester. (4) According to product, the impact of the utilization of the Islamic instructional design have positive impacts and negative impacts, and the students' responses to the utilization of the Islamic instructional design have positive response and negative response.
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Akıllı, Mustafa. "Attributes of 3D Computer Models for Learning the Structure of Atom by Undergraduate Science Teacher’s Students." European Journal of Educational Sciences 8, no. 2 (2021): 85–99. http://dx.doi.org/10.19044/ejes.v8.no2a85.
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This paper focuses on examining the effectiveness of three-dimensional (3D) computer models on student teachers’ academic achievement, mental model construction, and spatial ability used in learning the “atomic models” topic in this study. The students were randomly assigned into two groups: the treatment group (TG) where 3D computer models were used and the control group (CG) where models were not used for teaching. The treatment group was instructed using 3D computer models, while the traditional learning process was adopted in the control group. With the help of SPSS software, the independent-groups t-test and one way MANOVA were performed between the control and treatment groups. Cohen’s d and eta-squared values were calculated for the effects of the computer models. Through this study, it was seen that the instruction using 3D computer models contributed to students' achievement, mental model construction, and spatial ability more than the traditional instructional process.
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Shi, Zhouxing, Yihan Wang, Fan Yin, Xiangning Chen, Kai-Wei Chang, and Cho-Jui Hsieh. "Red Teaming Language Model Detectors with Language Models." Transactions of the Association for Computational Linguistics 12 (2024): 174–89. http://dx.doi.org/10.1162/tacl_a_00639.
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Abstract The prevalence and strong capability of large language models (LLMs) present significant safety and ethical risks if exploited by malicious users. To prevent the potentially deceptive usage of LLMs, recent work has proposed algorithms to detect LLM-generated text and protect LLMs. In this paper, we investigate the robustness and reliability of these LLM detectors under adversarial attacks. We study two types of attack strategies: 1) replacing certain words in an LLM’s output with their synonyms given the context; 2) automatically searching for an instructional prompt to alter the writing style of the generation. In both strategies, we leverage an auxiliary LLM to generate the word replacements or the instructional prompt. Different from previous works, we consider a challenging setting where the auxiliary LLM can also be protected by a detector. Experiments reveal that our attacks effectively compromise the performance of all detectors in the study with plausible generations, underscoring the urgent need to improve the robustness of LLM-generated text detection systems. Code is available at https://github.com/shizhouxing/LLM-Detector-Robustness.
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Sonnenfeld, Nathan A., and Joseph R. Keebler. "A Quantitative Model for Unifying Human Factors with Cognitive Load Theory." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (2016): 403–7. http://dx.doi.org/10.1177/1541931213601091.
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Education remains a severely unpolished domain for the application of human factors principles; although human factors methods and theories thrive in their application within both the learning and training domains. Continued efforts are needed to increase educational outcomes from the human-system interaction perspective. This paper shall continue to investigate how to apply constructs and theory from within the related human factors, human-computer interaction, and usability fields to the domain of instructional design. This paper intends to place human factors, human-computer interaction, and usability measurement methods among those used to evaluate cognitive load for the benefit of instructional design, following a new quantitative model for cognitive load. This effort shall assist in increasing collaboration between the fields of human factors and education, and make a significant contribution to cognitive load theory measurement methods.