The author advocates that humanities scholars should seek and study programming languages. He believes that, increasingly, an appreciation of how complex ideas can be imagined and expressed as a set of formal procedures--rules, models, algorithms--in the virtual space of a computer will be an essential element of a humanities education. Students…

Virtual reality, a three-dimensional simulation technology, may best be used (1) when training mistakes would be costly; (2) when the environment cannot be experienced in the real world; (3) to improve human-machine interfaces; (4) to make training situations real; and (5) to make the perceptible imperceptible. (SK)

The first of two articles discusses virtual reality (VR) and online databases; the second one reports on an interview with Thomas A. Furness III, who defines VR and explains work at the Human Interface Technology Laboratory (HIT). Sidebars contain a glossary of VR terms and a conversation with Toni Emerson, the HIT lab's librarian. (LRW)

Describes virtual realities as environments in which visual, aural, or other stimuli generate in the mind of the user a sense of navigable, frameless, three-dimensional space, and predicts that the availability of computer technology to create real-time, three-dimensional graphics will bring radical changes in the educational use of visualization…

Discussion of virtual reality (VR) focuses on the promise that VR offers for information systems by describing current systems which use VR and by projecting possible developments for the future. Types of information problems which could be helped by VR are considered, as well as those that could not be helped. (Contains 13 references.) (LRW)

Arguing that what sets the computer apart from all other teaching devices is its potential for interactivity, this paper examines the concept of interactivity and explores ways in which its power can be harnessed and put to work. A discussion of interactivity in human-to-human communication sets a context within which to view human/computer…

This survey of intelligent tutoring systems describes the components of these systems, different teaching scenarios, and the relation of these systems to a theory of instruction. It argues that the underlying pedagogical approach is to make latent knowledge manifest by using different forms of quantitative modeling: (1) simulating physical…

The HyperCard-based computer-assisted instructional environment described--called the Virtual Computer (VC)--uses simulation to help learners acquire basic concepts about the functioning of computers. Discussion of the instructional design of the program includes Elaboration Theory, four learning phases, use of metaphors and analogies, other…

Examines relationships between the two major components of computer simulations, the computer and participants; highlights major differences between computer-assisted, computer-based, and computer-controlled simulations; and describes three computer-assisted simulations to illustrate the interdependence of the major components. (MBR)

This article examines the concept of interactivity and discusses human-to-human interactivity versus computer-to-human interaction in education. Levels of communicative interdependence are explained, variables that are important ingredients of interactivity are discussed, learner control is discussed, and two interactive instructional systems are…

Explains virtual reality as a computer-synthesized three-dimensional environment (cyberspace) in which human participants, appropriately interfaced, appear to be enveloped. Cyberspace in science fiction is discussed; contributions of aerospace and military simulation trainers, digital imaging, and motion picture special effects are described; and…

For this discussion, new technologies are defined as specially designed training systems based on microcomputers that incorporate high resolution color displays, special input devices for responses, laser videodiscs for storage of stimulus materials, and hard disk storage for programs and responses. Such systems have several advantages over…

Argues that the computer will make a major difference because it places within one total environment that teaches (the school) another total environment that teaches (the computer). A hopeful sign is the growing number of educational computer programs that use the computer effectively as a mind-tool rather than an instructional medium. (BBM)

Discusses the integration of videodisc technology into classrooms and presents criteria for evaluating the interactivity of videodiscs. Three levels of interactive videodiscs (IVD) are described, and a criteria checklist is included that evaluates skill development, simulation, feedback, the interaction of the student manual with the electronic…

Three major approaches to the use of computers in education are examined, serious limitations of each are presented, and questions are raised as to the efficacy of technologolizing education. The drill and practice approach is shown to embody a deterministic, behavioral technology that turns learning into a systematically-designed and…