Presents a set of guidelines for the display features and content of information that should be given to the learner in a computer-generated error message. Examples of common errors and suggested message displays are given. (8 references) (CLB)

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…

The process of designing instructional sequences in the creation of instructional materials to be delivered via computer-based systems is defined. Charts depict functions for computer-learner, and computer-teacher/author. Flow charts also present four response categories: linear, looping, branching, and off-line. (RAO)

A review of computer equipment for immediate response interactive systems. CRT display instrumentation is explained, as is additional computer hardware that has direct application to student users. (RAO)

Discussion of expert systems and intelligent tutoring systems in the education field highlights an expert system that was developed to enhance the learning process in the field of grammatical constructs. Topics addressed include representing the natural language; parsing; LOGOOP (Logo in Object-Oriented Programing); and user-system interface. (11…

Provides a structural definition of interactivity in instruction, with the goal of describing and delimiting a broad and general process. Examines the four major attributes to the concept of interactivity, and defines four additional variables that arise through the structural study of interaction. Outlines five common patterns that deal with…

Discussion of intelligent tutoring systems highlights various instructional models which emphasize experiential interactions. Topics discussed include computer assisted instruction; instructional strategies; the TICCIT system; branching; the Socratic method; definitions of tutoring and instruction; students' interactions with the computer; advisor…

Discusses whether integrated learning systems (ILSs) provide good education and suggests the need to consider what learning technologies can deliver best and what humans can teach best. Opposition to ILSs is discussed, focusing on negative views of machines; and support for ILSs is reviewed, including individualized instruction and motivation.…

Examines the functional characteristics of intelligent computer assisted instruction (ICAI) and discusses the requirements of a multidisciplinary cooperative effort of its development. A typical ICAI model is presented and intelligent features of ICAI systems are described, including modeling the student's learning process, qualitative decision…

Presents a list of recommended practices for designing computer-based instruction courseware based on principles derived from learning research. Research-based principles and the corresponding design practices are outlined for the areas of stimulus design, learner responses, feedback, and lesson control. (6 references) (CLB)

Discussion of the social role that computers play in the classroom focuses on an empirical study of human-computer interaction. Classes of high school and undergraduate students are described that were chosen to examine interactivity patterns among students with significantly different social characteristics. (11 references) (LRW)

Examines desirable functional features of hypermedia; describes its instructional uses and limitations; and discusses research issues, including learner control principles, the selection of information representation forms, the use of hypermedia as a knowledge base for computer-based instruction (CBI), and the development of intelligent…

Clarifies often misconstrued distinctions with regard to microcomputers, minicomputers, and maxicomputers. Criteria for educational use of microcomputers are examined, including its potential for language and peripheral expansion, and its communication capabilities. (MER)

Describes the Hypertutor Model, a message design framework for interactive instructional systems that emphasizes learner control, presentation, practice, feedback, and learning resources. Problems with software designed for computer assisted instruction are examined; hypertutor systems are discussed; and MegaMentor, a hypertutor system at the…

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…