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Kim, Yanghee; Lim, Jae Hoon – Journal of Educational Psychology, 2013
This study examined whether or not embodied-agent-based learning would help middle-grade females have more positive mathematics learning experiences. The study used an explanatory mixed methods research design. First, a classroom-based experiment was conducted with one hundred twenty 9th graders learning introductory algebra (53% male and 47%…
Descriptors: Females, Algebra, Mathematics Instruction, White Students
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Johnson, Roger T.; And Others – Journal of Educational Psychology, 1985
The impacts of computer-assisted cooperative, competitive, and individualistic instruction were compared on student achievement and attitudes. Results indicated that computer-assisted cooperative instruction promoted greater quantity and quality of daily achievement; more successful problem solving; and higher performance on factual recognition,…
Descriptors: Academic Achievement, Competition, Computer Assisted Instruction, Cooperation
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Park, Ok-Choon; Tennyson, Robert D. – Journal of Educational Psychology, 1986
Two computer-based instructional design strategies were investigated to improve the two-phase process of concept learning by being response sensitive to error patterns. The first strategy determined the format of examples by adaptive or fixed selection; the second strategy adjusted the selection according to rules of generalization and…
Descriptors: Computer Assisted Instruction, Concept Formation, Error Patterns, Generalization
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Tennyson, Robert D.; Park, Seong Ik – Journal of Educational Psychology, 1984
For ninth graders studying three biological concepts via computer-based instruction, decreasing display time of interrogatory examples for incorrect answers and increasing display time for correct answers was the best procedure for two-stage concept learning. Information processing theory and instructional display time as an adaptive design…
Descriptors: Computer Assisted Instruction, Concept Teaching, Display Systems, Grade 9