Seven hundred university students in a chemistry laboratory course received computer based instruction (CBI) in one of two forms, "interactive" or "passive." Laboratory performance was significantly better for students who used the "interactive" form. (Author/MER)

Investigated the learning outcomes of 83 nursing students randomly assigned to a computer assisted instruction (CAI) group or to a group taught with printed programmed instruction (PI). Findings suggest that CAI can be as effective as more traditional instruction in teaching both factual content and application of learned material. Fourteen…

Describes a study of 36 college juniors at the University of Minnesota in Minneapolis to contrast how well students learn new concepts from working with a partner versus working individually on a computer-based lesson. Highlights include types of feedback chosen and an analysis of verbal interactions. (Author/LRW)

Describes two classroom experiments that investigated the effects of using projected-display computers: the first compared teaching a course using a projected display with teaching the course in a computer lab; and the second compared using a computer and projected display with standard lectures. Effects on test scores are discussed. (three…

Reviews previous research to compare the instructional effects of multiple-try feedback (MTF) forms to single-try feedback forms and no feedback in both traditional and in computer-based instruction. Interaction between students' prior knowledge and the number of feedback trials is examined, and future MTF research is suggested. (Contains 59…

This study developed and tested a computer-based job aid and compared soldiers' task performance using computer-based and conventional media to learn military procedures. Of the tasks taught via both methods, the computer-based aid produced more accurate performance of a simpler task, while no differences were observed for the more complicated…

Describes study of Army aviation students who were enrolled in training program that was designed to compare the effects of two strategies of error remediation during computer-based instruction (CBI). Treatments for the two experimental groups and a control group that had no CBI are described, and results of pretests and posttests are discussed.…

Addresses the implicit assumption that instructional media represent meaningful experimental variables independent of instructional content or strategy. Results of computer-based instruction (CBI) studies (both well-designed and flawed) and meta-analyses are reviewed to support the authors' position that this assumption is invalid, and new…

Critiques comparative research and evaluation methods used to assess effectiveness of interactive video and proposes alternative models of research design that go beyond comparative analysis into understanding and control of the effective dimensions of interactive video, i.e., controlled correlation; instructional events, cognitive psychology, and…

Describes a study of Australian undergraduates that investigated the nature of learning experiences and quality of learning achieved when students organized information into a HyperCard program. Differences between the learning strategies of using HyperCard and traditional class tutorial presentations are discussed, and student attitudes are…

Describes a study conducted by the Department of Defense Polygraph Institute for their forensic science curriculum that investigated the effects of computer-based instruction on student learning of psychophysiological detection of deception test question formulation. Treatment of the experimental and control group is explained and posttest scores…

Describes three studies that evaluated the impact of computer assisted study on college examination performance. Two studies compared textbook study with computer assisted study, and the third study compared the examination performance, reading ability, and study skills of students choosing computer assisted study and those choosing to work on…

Describes study that investigated the effects of well-designed computer-assisted instruction (CAI) versus poorly designed CAI on college students' computing behavior, quality of prewriting, and attitudes toward the instruction. Comparisons are made with paper versions of both CAI displays, and guidelines for CAI design are presented. (38…

Describes study of high school students that was designed to determine the relative effectiveness of color, graphics, and animation in computer assisted learning (CAL) of a mathematical rule. Three CAL modes, in color and in black and white, are compared; pretests and posttests are explained; and further research needs are suggested. (13…

Reports on a study designed to establish whether strategies for social problem solving could be taught effectively to early adolescents using interactive video. Three methods were compared for effectiveness and differential effects: interactive video alone; teacher-led instruction with linear video; and teacher-led instruction with no video…