Discussion of complimentary computer software for college-level textbooks focuses on a study that investigated how a complimentary program was used and identified factors that influenced its use or nonuse. Barriers to use are described, including personal, technical, process, political, and economic factors. (Contains four references.) (LRW)

Describes a study that analyzed the evolution of microcomputer-based instructional software for grades K-12 published from 1981-88. Four companies identified their most popular software and their most technically advanced software. Products in each category were analyzed to develop a chronology of the evolution of instructional software and to…

Investigates the effects of single- and multiple-window displays on the achievement of fourth-grade students during computer-assisted instruction by applying research-based window design guidelines. Results showed that, although there were no differences in window use, high ability students in the single window treatment demonstrated higher…

Discussion of the use of hypertext focuses on a study conducted at the University of Connecticut that evaluated the effectiveness and acceptance of a hypertext document under one of three different learning conditions: (1) in competition with standard lectures, (2) as a supplement to lectures, and (3) as a replacement for lectures. (14 references)…

Describes a survey of physics and physical science teachers in Iowa that was conducted to determine their use of microcomputers. Availability of computers and types of software used are examined, frequency of use and access to computer laboratories are investigated, and results are compared with those from earlier surveys. (seven references) (LRW)

Describes study of fourth and fifth grade students which explained the effect of graphics on student motivation in a microcomputer-based spelling drill program. The role of feedback in instruction is discussed, the impact of graphics on computer software is described, and results are analyzed. (4 references) (LRW)

Examines the importance of levels of questioning and types of feedback in designing courseware for computer-based education. Test results are analyzed for four groups of high school students who completed different versions of a computer-based science lesson, and recommendations for future research are given. (Author/LRW)

Discussion of menu design strategies for computer-assisted instruction (CAI) focuses on a study that investigated whether menu design would affect undergraduate learners' usage patterns during a CAI lesson. Sequential versus random selection of options is discussed, and new measures for describing usage patterns in CAI are explained. (eight…

Examines the effects of systematic use of computers for the management of mathematics instruction upon mathematics performance in the elementary school. A model system for using computers to manage instruction within a student-paced, mastery-learning format is described, and treatments for the experimental and control groups are explained.…

Discusses the application of spelling research findings to the design of computerized instructional spelling programs. The need for individualization is stressed; lesson size, content, and time devoted to instruction discussed; three cognitive models with appropriate instructional strategies for each are presented; and further research needs are…