Investigates effectiveness of advance organizers for teaching functioning and use of compilers to undergraduate students in computer science courses. Two experimental groups used the advance organizer while two control groups did not. Findings indicate that an explicitly concept-directed organizer is effective in providing a framework for…

Studies the effects of varying levels of interactivity on the learning rate of 98 high school students using four increasingly interactive versions of computer-based interactive video instruction. Students are grouped by ability levels and results are compared for recall rate, instructional time, and acquisition rate. Twenty-two references are…

Describes a study of 36 college juniors at the University of Minnesota in Minneapolis to contrast how well students learn new concepts from working with a partner versus working individually on a computer-based lesson. Highlights include types of feedback chosen and an analysis of verbal interactions. (Author/LRW)

This study was conducted to determine the effects of instruction on using a formal media selection procedure on the media selection choices made by novice instructional designers. Twenty-nine male and female graduate students enrolled in a media design course at Arizona State University participated in the study. Media design problems were used…

Describes a study which compared film and written material with regard to effects produced by order in which conflicting information is presented. Results indicate film is more influential and better recalled than conflicting written information: conflicting paragraphs produce a primacy effect, whereas analogous film segments produce no order…

Effectiveness of two versions of computer software used as an electronic blackboard to present geometric concepts to ninth grade students was compared. The experimental version incorporated color, animation, and nonverbal sounds as stimuli; the no-stimulus version was monochrome. Both immediate and delayed learning were significantly better for…

This study contrasted college-level computer assisted instruction modules with various ratios of higher cognitive to factual questions and highlights to determine the effectiveness of highlights and question formats. Results indicate that, regardless of the ratio of higher cognitive to factual questions, modules containing questions are superior…

This study investigated the use of word-visuals to aid university students' recall by examining relationships that exist among levels of learners' recall resulting from different presentation modes; between levels of field-dependent and field-independent learners' recall; and between levels of field-dependent and field-independent learners' recall…

Students in an introduction to special education class were divided into four groups to investigate the effectiveness of computer assisted modules with varying highlight and question placement. Results indicated questions and highlights were superior to straight text; questions were better for objective test items; and students preferred…

The purpose of this study was to examine the effects of behavioral and cognitive organizing strategies and varied processing intervals on factual and inferential learning. A total of 49 upper-division undergraduate and graduate students, who were randomly assigned to either a cognitive, behavioral, or individual orienting strategy group, received…

This study investigated the effects of presentation mode--microcomputer versus paper text presentation--school grade, and reading ability on third and fifth graders' attention to and comprehension of simple reading tasks. Results indicate that despite the fact children overwhelmingly preferred the computer presentation, it did not result in better…

Describes a study focusing on different presentation methods (pairs of students; entire class; and noncomputer list game-type setting) of a computer-based science simulation to sixth-grade students to determine the most beneficial method for student achievement. Results indicate large group instruction is slightly more beneficial. (MBR)

This investigation evaluated performance of university students on visual and nonvisual versions of an achievement test. Two experimental designs assessed the effects and interactions between visual and nonvisual instructional modes, order of drawing test (before or after verbal/visual achievement test), and mode of drawing test (verbal cued or…

A study was conducted to compare the relative effectiveness of interactive video (IV) and linear video (LV) as delivery modes for the acquisition of basic photography skills in an independent learning environment at the college level. It was postulated that a self-instructional, self-paced approach would be beneficial because of the wide diversity…

To assess the instructional effectiveness and user acceptance of a computer-controlled videodisc program designed to teach medical students to recognize and assess motor dysfunction in infants, an experimental group of third year medical students (N=65) were instructed using the videodisc program; a corresponding control group (N=70) did not use…