Evidence collected on the effectiveness of four educational technologies is briefly reviewed. The authors conclude that there is reasonable evidence that computer-assisted instruction can have at least a modest effect on improving learning and probably more when its instructional approaches are properly matched to instructional objectives, that…

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)

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)…

Discussion of computer input devices focuses on the keyboard, mouse, and touchscreen. Related research is reviewed concerning user preference and performance; advantages and disadvantages of each device are described; guidelines for selection are discussed; and suggestions for future research are offered. (19 references) (LRW)

Discusses and defines immediate and delayed feedback as they apply to computer-assisted instruction and testing. A research classification matrix is presented to provide a framework for classifying existing feedback studies and to guide future research, and a sample bibliography classified according to the matrix is given. (31 references) (LRW)

Presents a taxonomy describing various uses of artificial intelligence techniques in automated instructional development systems. Instructional systems development is discussed in relation to the design of computer-based instructional courseware; two systems being developed at the Air Force Armstrong Laboratory are reviewed; and further research…

Describes two experiments on computer-assisted instruction (CAI) interaction in which interactional analysis is utilized to provide information on the interaction of students with microcomputers. It is suggested that interactional analysis is the key to improving the design and application of CAI materials. (MBR)

Discusses questions of central importance to researchers interested in educational computing, namely long-range, cumulative effects of computer use; cumulative effects on cognition, emotion, and behavior; identification, conceptualization, and study of computers' capabilities carrying the most educational promise; transfer of learning; and…

Discussion of learner control in instructional management describes six learner control methods: (1) content control; (2) sequence control; (3) pace control; (4) display or strategy control; (5) internal processing control; and (6) advisor strategies. Relevant literature, both theoretical and empirical, is reviewed, and learner control and…

This literature review discusses the differences between individual and individualized instruction and explores ways of leading future computer assisted instruction (CAI) toward genuine individualized instruction. The development and design of intelligent CAI are described, and topics for future studies are suggested. (LRW)

Presents guidelines for determining when interactive courseware requiring single-keypress responses (multiple choice answers) and constructed responses (typed-in answers) are appropriate for use in the classroom. Research findings of studies concerned with these response types are briefly discussed, and needs for further research are outlined.…

Presents a knowledge representation model that was designed for instructional decision making. Topics discussed include classification models for instructional design; artificial intelligence; semantic networks; natural language; and data models, including network and hierarchical models. An example is given of knowledge analysis for a secondary…

Reviews current experimental research that deals with various aspects of learner control in computer-based instruction (CBI). Topics discussed include cognitive styles; computer anxiety; levels of field independence; sequencing; feedback; interactive videodiscs; branching in software menus; varying the density of text; and suggestions for future…

Discussion of practicing academic skills focuses on a program at the Ben Bronz Academy (Connecticut) for learning-disabled students that uses Precision Teaching and fluency practice via computers. Highlights include fluency and academic performance; knowledge of progress, including charts of student progress; and suggestions for further research.…

Reviews conceptual bases for hypertext, relates them to hypertext design issues, and suggests research issues that need to be addressed. Topics discussed include cognitive psychology; schema theory and semantic networks; problems with hypertext; knowledge structures; software; inductive and deductive design methods; and expert systems. (12…