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Literatura académica sobre el tema "Learning – Computer-assisted instruction"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 19 de febrero de 2022

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Artículos de revistas sobre el tema "Learning – Computer-assisted instruction"

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Keengwe, Jared y Farhan Hussein. "Computer-Assisted Instruction". International Journal of Information and Communication Technology Education 9, n.º 1 (enero de 2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.

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

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Longmuir, Kenneth J. "Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms". Advances in Physiology Education 38, n.º 1 (marzo de 2014): 34–41. http://dx.doi.org/10.1152/advan.00083.2013.

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

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Christinaz, Daniel y Frederick G. Knirk. "Environmental Requirements for Computer Assisted Instruction". Proceedings of the Human Factors Society Annual Meeting 31, n.º 2 (septiembre de 1987): 228–32. http://dx.doi.org/10.1177/154193128703100221.

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

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Torgesen, Joseph K. y Theodore A. Barker. "Computers as Aids in the Prevention and Remediation of Reading Disabilities". Learning Disability Quarterly 18, n.º 2 (mayo de 1995): 76–87. http://dx.doi.org/10.2307/1511196.

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

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Whyte, Michael M., Dolores M. Karolick, Milton C. Nielsen, Gregory D. Elder y W. Thomas Hawley. "Cognitive Styles and Feedback in Computer-Assisted Instruction". Journal of Educational Computing Research 12, n.º 2 (marzo de 1995): 195–203. http://dx.doi.org/10.2190/m2av-gehe-cm9g-j9p7.

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

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Rushinek, Avi, Sara F. Rushinek y Joel Stutz. "The Learning Curve: Computer Assisted Instruction and Programming". Journal of Educational Computing Research 1, n.º 2 (mayo de 1985): 149–55. http://dx.doi.org/10.2190/l0a7-cxr5-bg3w-mg6c.

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

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Reid, John C. y Joyce A. Mitchell. "The Improvement of Learning in Computer Assisted Instruction". Journal of Educational Technology Systems 19, n.º 4 (junio de 1991): 281–89. http://dx.doi.org/10.2190/9cxv-7cd0-qkea-x8mn.

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Hughes, Diana L., Marc E. Fey, Marilyn K. Kertoy y Nickola Wolf Nelson. "Computer-Assisted Instruction for Learning Developmental Sentence Scoring". American Journal of Speech-Language Pathology 3, n.º 3 (septiembre de 1994): 89–95. http://dx.doi.org/10.1044/1058-0360.0303.89.

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Brown, Ted, Brett Williams, Shapour Jaberzadeh, Louis Roller, Claire Palermo, Lisa McKenna, Caroline Wright et al. "Predictors of attitudes to e‐learning of Australian health care students". Journal of Applied Research in Higher Education 2, n.º 1 (1 de enero de 2010): 60–76. http://dx.doi.org/10.1108/17581184201000006.

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

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Kiraly, Zsuzsanna. "Solfeggio 1: A Vertical Ear Training Instruction Assisted by the Computer". International Journal of Music Education os-40, n.º 1 (mayo de 2003): 41–58. http://dx.doi.org/10.1177/025576140304000105.

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

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Tesis sobre el tema "Learning – Computer-assisted instruction"

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Adebonojo, Leslie G. y F. R. Jelovsek. "Learning Principles as Applied to Computer-Assisted Instruction". Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/6312.

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Lei, Lih-Wei. "Evaluation of computer-assisted instruction in histology /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7707.

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Huxford, Dane E. "The relative efficacy of computer assisted instruction". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=881.

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CARVER, TIMOTHY A. "A STUDY OF ADAPTIVE COMPUTER ASSISTED INSTRUCTION". University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1006187967.

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McMurry, Benjamin L. "Evaluation in Computer-Assisted Language Learning". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3306.

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Evaluation of Computer-assisted language learning (CALL) needs to be scrutinized according to the same standards of evaluation as other professional materials. Evaluation can be divided into two distinct, yet similar, categories: formal (following a prescribed evaluation model) and informal. The aim of this dissertation is two-fold. The first purpose is to benefit the field of CALL by situating CALL evaluation in the context of frameworks used formal evaluation. The second purpose is to discover informal evaluation practices of CALL practitioners. First, with regard to formal evaluation of CALL materials, practices and insights from the field of evaluation would help CALL researchers and practitioners to conduct systematic evaluations that report findings that other researchers and practitioners find useful. An evaluation framework is proposed that includes common evaluation tasks conducted by evaluators in the field of formal evaluation to produce a workflow model for designing and conducting evaluations in CALL. Second, regarding the informal evaluation of CALL materials, learning about the processes of teachers when evaluating CALL for classroom use will help direct developers of CALL materials, address user concerns, and may indirectly increase the quality of CALL materials. After looking at this two-fold question—formal and informal evaluation of CALL materials—we found that formal evaluation in CALL may benefit from the adoption of evaluation practices from formal evaluation literature. Regarding informal evaluation, we found that teachers consider pedagogy, accessibility, and authenticity when reviewing CALL resources and activities for consideration for use in the classroom. Based on this finding we provide implications for language program administrators, teacher trainers, CALL software developers, and language teachers.

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Sun, Derjen Jeney. "Teaching young children compositional concepts to enhance music learning in a computer learning environment". Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244216827.

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Lui, Man y 呂雯. "The effects of computer-assisted instruction and teacher-assisted instruction on preschool children's learning of arithmetic tasks". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959684.

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Lui, Man. "The effects of computer-assisted instruction and teacher-assisted instruction on preschool children's learning of arithmetic tasks". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18821339.

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Snyder, Jeffrey S. "Effects of computer assisted instruction on learning a case study /". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).

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Collins, Steve. "The use of hypermedia in cooperative learning groups composed of students with heterogeneous learning styles". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30452.

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This study compared two methods of using a computer with cooperative learning groups. Hypermedia (HyperCard) and word processing (Microsoft Works) were used on a Macintosh computer by primary aged students to compile information based on a video presentation. Measures of achievement, retention and participation were made. Additionally, an attempt was made to assess learning preferences and compare performance for each of these computer methods with consideration for learning preference. Four main questions were posed: • Does the computer used interactively and non-linearly, as in hypermedia, promote better assimilation of information than using the computer linearly, as in word processing? • Does the computer used interactively and non-linearly, as in hypermedia, promote better retention of information than using the computer linearly, as in word processing? • Does the use of hypermedia in cooperative learning with groups composed of members with heterogeneous learning preferences promote participation more than word processing activities? • Does interactive hypermedia better meet the learning needs of more students than word processing regardless of learning preferences? Data were collected from sixty three primary-aged students from four schools in the Vancouver Lower Mainland area. The same computer-based test was used on students as a pre-test, post-test and retention test. Teachers assessed participation by observing individual students for one minute at random intervals. Participation was reported as an average of the number of seconds out of sixty that students exhibited on-task behavior. A computer-based learning preferences assessment was devised to measure two broad categories of learning preferences based on Howard Gardner's Seven Intelligences. The same assessment was made directly by teachers and alternate classroom workers by dividing students into the two categories of learning preferences based on their observations. Teachers also reported observations of the activities pertaining to quality of interactions, teaching demands and predictions of future learning outcomes after long term use of each method. The major conclusions of this study were: • No significant differences in achievement or retention were found between the word processing and hypermedia groups. • The HyperCard groups participated more than the word processing groups as measured by teacher ratings during the activities and as reported in the post-study teacher comments. • More time for the activities is needed to yield clearer results. • The tools used to assess learning preferences were not statistically reliable. • Learning preferences for some students are likely fluid and changing and therefore difficult to assess. • Increased participation scores for HyperCard are due to more students participating as opposed to the same participating students getting higher scores. This suggests that HyperCard involves more students regardless of learning preference. Considering these conclusions, these hypotheses were suggested: • Students use their whole minds in learning which requires an integration of dominant learning strengths. Categorizing students into groups based on discrete learning attributes has little meaning and could be harmful as a teaching practise. • It is necessary to find tools that can address the needs of divergent learning styles simultaneously. Hypermedia may be such a tool but more research is required to support this conjecture. • HyperCard has more features and is more complicated to use. Therefore more training is required to adequately use HyperCard than is required to adequately use word processing. Equivalent levels of training are required to yield clearer results. Additionally a discussion of the changing definition of literacy due to the increasing accessibility of information due to technology, stressed the importance of developing multimedia skills for students and teachers. It was suggested that the combination of hypermedia with cooperative learning will enhance communication and learning. This, in, turn,will advance the new, technology-based literacy.
Education, Faculty of
Graduate

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Libros sobre el tema "Learning – Computer-assisted instruction"

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Sibley, Martyn. Computer assisted learning. London: Century Communications, 1985.

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Norrie, D. H. Computer assisted learning. London: Springer Verlag, 1990.

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The e-learning reader. London: Continuum, 2012.

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Gimeno, Ana, Françoise Blin y Mike Levy. WorldCALL: Sustainability and computer-assisted language learning. London: Bloomsbury Academic, 2015.

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Canton, Reinaldo L. Programmed instruction in online learning. Youngstown, N.Y: Cambria Press, 2007.

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Whittlestone, K. D. Getting started with computer based learning. (Bristol): Educational Technology Service, University of Bristol, 1993.

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Computers, graphics & learning. Madison, Wis: Brown & Benchmark, 1994.

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Beatty, Ken. Teaching and researching computer-assisted language learning. 2^a ed. Harlow, England: Longman, 2010.

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Beatty, Ken. Teaching and researching computer-assisted language learning. 2^a ed. Harlow, England: Longman, 2010.

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Brent, Linda J. Buehner. Computer-based instruction: Effect of cognitive style, instructional format, and subject-matter content on learning. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1990.

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Capítulos de libros sobre el tema "Learning – Computer-assisted instruction"

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Karsh, Kathryn G. y Alan C. Repp. "Computer-Assisted Instruction: Potential and Reality". En Learning Disabilities, 452–77. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9133-3_15.

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Fisher, Gene L. y Lori S. Fisher. "A workstation-based course management and instruction system". En Computer Assisted Learning, 102–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_54.

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Coombe, Greg y Brian Salomon. "SKIT: A Computer-Assisted Sketch Instruction Tool". En Technologies for E-Learning and Digital Entertainment, 251–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11736639_34.

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Perea-Barberá, Mª Dolores y Ana Bocanegra-Valle. "Promoting Specialised Vocabulary Learning Through Computer-Assisted Instruction". En Educational Linguistics, 129–54. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02222-2_7.

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Chekour, Adam. "Computer Assisted Math Instruction: A Case Study for MyMathLab Learning System". En Distance Learning, E-Learning and Blended Learning in Mathematics Education, 49–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90790-1_4.

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Katz, Yaacov J. "Socio-Pedagogical Issues Affecting Computer Assisted Instruction and Learning". En IFIP Advances in Information and Communication Technology, 23–29. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-0-387-35061-5_2.

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Van den Brande, L. "Computer-Assisted Programmed Cases: A Learning Method for Improving the Understanding of Persons". En Computer-Based Instruction in Military Environments, 249–59. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-0915-4_20.

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O’Neil, Harold F., Anat Jacoby y Terence G. Craig. "An instructional strategy to teach a cognitive strategy via intelligent computer-assisted instruction: A design". En Instructional Models in Computer-Based Learning Environments, 195–212. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-662-02840-7_12.

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Ruiz, Francisco, Manuel Prieto, Manuel Ortega, Jose Bravo, Jorge Sanz y Jose Flores. "Cooperative Distance Learning with an integrated system for computer assisted laboratory work". En Computer Aided Learning and Instruction in Science and Engineering, 220–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022610.

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Pemberton, Lyn, Simon Shurville y Tony Hartley. "Motivating the design of a computer assisted environment for writers in a second language". En Computer Aided Learning and Instruction in Science and Engineering, 141–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022601.

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Actas de conferencias sobre el tema "Learning – Computer-assisted instruction"

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Županec, Vera, Tijana Pribićević, Tomka Miljanović y Branka Radulović. "TEACHERS’ ATTITUDES TOWARD COMPUTER-ASSISTED INSTRUCTION IN SCIENCE TEACHING". En International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0312.

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Liang, Hui-Yi y Chih-Chien Yang. "The Effects of Computer-Assisted Instruction on Vocabulary Learning". En Modelling, Identification and Control. Calgary,AB,Canada: ACTAPRESS, 2013. http://dx.doi.org/10.2316/p.2013.801-064.

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Abdul Wahdi, Elok Vradizza Feni y Mariam Adawiah Dzulkifli. "The Effectiveness of Computer-Assisted Instruction in Vocabulary Learning". En 2018 International Conference on Information and Communication Technology for the Muslim World (ICT4M). IEEE, 2018. http://dx.doi.org/10.1109/ict4m.2018.00048.

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Faradisa, Rosiyah, Moh Hasbi Assidiqi y Moh Zikky. "Improving basic statistic learning through computer-assisted instruction: Exploring Indonesian student learning experience". En 2016 International Electronics Symposium (IES). IEEE, 2016. http://dx.doi.org/10.1109/elecsym.2016.7861056.

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Zhang, Juhua, Yan Ma y Ning Song. "A Research on Student Model Based on Intelligent Computer Assisted Instruction". En 2010 International Conference on e-Education, e-Business, e-Management, and e-Learning, (IC4E). IEEE, 2010. http://dx.doi.org/10.1109/ic4e.2010.28.

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Attia, Farouk y Ibrahim Elsamahy. "Effectiveness of Utilizing Computer Assisted Instruction in Teaching CAD to Engineering Students". En ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60579.

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This paper presents the results of an experimental study to investigate and evaluate the effectiveness of utilizing computer-assisted instruction (CAI) as a stand-alone educational tool to teach computer-aided drafting (CAD) in engineering and technology programs. While the literature is rich with research in the field of evaluating CAI as a supplementary educational tool [11], a very limited number of publications dealt with evaluating CAI as a stand-alone system [7, 16, 9]. Also, none of the published studies focused on engineering or engineering technology education utilizing CAD systems. In this way, the present study serves as benchmark in devising a system to evaluate the effectiveness of CAI modules as a stand-alone instructional tool in engineering and technology education. In the present study, the students’ cognitive performance was measured in an entry-level CAD course. The participating students were divided into two groups: 1) the Primary Experimental group, which received only the CAI module as their sole source of instruction. This group was strictly involved in self-learning, self-paced instruction with minimum interaction with the instructors or lab assistants during the length of the study. 2) The Control group, which received only conventional instruction (lectures, handouts, textbook, and lab workbook) with all the necessary support from the instructors and lab assistants. A pilot study was conducted to pre-test the measuring instrument and the grading procedures as well as the methodology of assigning the students into groups. It was concluded one semester prior to the start of the main experiment. The main study was conducted over a period of three regular semesters with a new set of two groups of students selected for each semester. At the end of each experiment, the students were given a test (the measuring instrument) that was identical for both groups. The test results were tabulated and analyzed statistically. Statistical analysis of the data collected indicated that the group of students who received conventional instruction performed better than those receiving only computer-assisted instruction (CAI). Since several factors could have contributed to these findings, a major significance of the current study is that it demonstrates the necessity to conduct similar studies at different institutions in order to evaluate the effectiveness of CAI technology as it becomes more prevalent in engineering education programs [13].

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Kennedy, Joy Kutaka. "Pilot Study on Computer-Assisted Instruction for Adolescent Students with Autism Spectrum Disorder". En 2nd Annual International Conference on Education and e-Learning. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-1814_eel12.72.

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Sundari, Sri, Dika Nurhasanah y Dwijoko Purbohadi. "Developing learning anytime, anywhere, and any device using CAI (Computer Assisted Instruction) synchronization". En ICEEL 2018: 2018 2nd International Conference on Education and E-Learning. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3291078.3291105.

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Maleki, N. A. y S. Ahangari. "The impact of computer assisted instruction on improving Iranian EFL learners' reading comprehension". En 2010 Second International Conference on E-Learning and E-Teaching (ICELET 2010). IEEE, 2010. http://dx.doi.org/10.1109/icelet.2010.5708374.

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Brunda, A. y J. Bhavithra. "Adaptive computer assisted instruction (CAI) for students with dyscalculia (learning disability in mathematics)". En the 1st Amrita ACM-W Celebration. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1858378.1858390.

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Informes sobre el tema "Learning – Computer-assisted instruction"

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McFarland, Mary. An Analysis of the Relationship Between Learning Style Perceptual Preferences and Attitudes Toward Computer-Assisted Instruction. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1228.

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2

Evaluating the impact of computer-assisted instruction and learning in China. International Initiative for Impact Evaluation, febrero de 2017. http://dx.doi.org/10.23846/pb201702.

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