This article presents a summary of the findings of a systematic review and meta-analysis of the literature on computer-based interactive simulations for K-12 science, technology, engineering, and mathematics (STEM) learning topics. For achievement outcomes, simulations had a moderate to strong effect on student learning. Overall, simulations have…

Discusses the educational potential of interactive videodisc technology in terms of: (1) training applications; (2) evaluation of effectiveness; (3) advantages of interactivity; (4) design considerations; (5) courseware development and cost considerations; and (6) teacher acceptability. Fifty-two references are provided. (MES)

Discusses the need for improved methodologies and tools to guide the design and development of interactive technology-based instructional materials. Topics discussed include mental models; knowledge representation; knowledge analysis and acquisition systems; the effectiveness of instructional transactions; strategy analysis systems for…

Discusses elements involved in the visual design of the computer-learner interface. Topics discussed include the need for consistency in screen layout; information representation, including accuracy in images and visual cuing strategies; and menu selection interfaces, or command representations, including their placement on the screen. (11…

Discusses personality and attitudinal attributes that are significantly related to teachers' positive computer-oriented attitudes. The role of teachers in computer-assisted instruction is considered, use of the Eysenck personality model is described, and a tentative personality model of a typical teacher who is more positive toward computer usage…

Considers the concept of virtual reality; reviews its history; describes general uses of virtual reality, including entertainment, medicine, and design applications; discusses classroom uses of virtual reality, including a software program called Virtus WalkThrough for use with a computer monitor; and suggests future possibilities. (34 references)…

Discusses the concepts of instructional theory and their application in the design of instructional and training packages, particularly computer-assisted instruction programs. (12 references) (CLB)

Briefly summarizes the applications and implications of computer-assisted instruction, computer-managed instruction, and computer-based resource units. Other computer applications and research are discussed. (JD)

Examines the application of microcomputer statistics in social studies, and computer access and simulations in middle school environments. An interdisciplinary framework of curricula among social studies, science, and mathematics teachers with equal access to microcomputers and software programs is encouraged. (MER)

Describes the current status and limitations of expert systems, and explores the possible applications of such systems in education and training. The use of expert systems as tutors, as job aids, and as a vehicle for students to develop their own expert systems on specific topics are discussed. (40 references) (CLB)

Reviews possible sources of reinforcement in computer assisted instruction and systematic utilization of these sources in courseware design. Sources reviewed include reinforcement from the machine itself; from the content of the instructional modules and its arrangement in a learning sequence; and from sources external to the modules. (MBR)

Discusses some of the more familiar computer assisted instruction systems, their knowledge base, market sources, and adaptation in college, elementary, and secondary education reading programs. (MER)

Discusses legitimate peripheral participation and the idea of apprenticeship, in educational settings as well as in broader communities of practice. Highlights include the historical and situational aspects of learning; the contrast with constructivism; instructionism; the influence of computer technology; and empirical research. (11 references)…

Discussion of the growing use of computer-mediated communication (CMC) in education focuses on an intrapersonal communication model based on the cognitive experience of the individual. Four types of experiential learning that can be applied to CMC are explained: (1) response learning; (2) situation learning; (3) transsituation learning; and (4)…

Presents an instructional development model that incorporates formative evaluation techniques, and explores the possible application of the model in developing computer-assisted instruction courseware. Advantages and disadvantages of this approach are identified and implications for research on formative evaluation are discussed. (31 references)…