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…

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 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)

Describes a quantitative study that examined the effectiveness of interactive video (IV) instruction by using a meta-analytic research review of the literature from 1978 to the present. Effect size as a function of study variables is examined, and test of homogeneity on effect sizes is discussed. (25 references) (LRW)

Discussion of control over sequence of instruction in computer-assisted instruction (CAI) focuses on a follow-up study that examined the effects of the breadth and depth of menus and the meaningfulness of menu category names on the learning and attitudes of college students. Posttests are described, and results are analyzed. (16 references) (LRW)

Describes a study of undergraduate preservice teachers that investigated three types of advisement--adaptive, evaluative, and combined--and their effects in learner-controlled computer-based instruction for learners with varying locus of control orientations. Posttest results are reported, and it is concluded that there is no significant…