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Aptitude Treatment Interaction	4
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Hativa, Nira	4
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Timing Students' Answers in CAI.

Hativa, Nira; And Others – Journal of Computer-Based Instruction, 1991

Discussion of limiting response time for students' answers focuses on a study of Israeli elementary students that investigated the effects on their performance of increasing the response time in computer-assisted instruction (CAI) for arithmetic drill and practice. Effects on high- versus low-aptitude students, and younger versus older, are…

Descriptors: Academic Achievement, Age Differences, Aptitude Treatment Interaction, Arithmetic

Differential Effectiveness of Three Color Treatments in Learning Geometric Concepts via Computer-Guided Teaching.

Peer reviewed

Hativa, Nira; Teper, Avigdor – Journal of Educational Computing Research, 1988

Discussion of the use of color in microcomputer-based educational software focuses on a study of Israeli ninth graders that examined the differential effects of three color treatments on the learning of geometric concepts by students with differential aptitudes. Hypotheses tested are described and results are analyzed. (28 references) (Author/LRW)

Descriptors: Ability Grouping, Analysis of Variance, Aptitude Treatment Interaction, Color

Student Conceptions of, and Attitudes toward, Specific Features of a CAI System.

Hativa, Nira – Journal of Computer-Based Instruction, 1989

Describes study of Israeli elementary school students that examined student attitudes toward computer-assisted instruction (CAI) designed to provide drill and practice in arithmetic. Attitudes are compared in relation to students' aptitude, gender, grade level, and socioeconomic status, and implications for the design of CAI systems are discussed.…

Descriptors: Aptitude Treatment Interaction, Arithmetic, Comparative Analysis, Computer Assisted Instruction

Cognitive, Affective, and Social Impacts of Arithmetic Practice with ILS: An Integration of Findings from 6-Years Qualitative and Quantitative Studies.

Hativa, Nira – 1991

This report summarizes the results of studies of four computer-assisted integrated learning systems (ILS) designed to teach students arithmetic: two in Israel (TOAM--distributed in the United States as DEGEM and SEMEL) and two in the United States (CCC and WICAT). The qualitative and quantitative studies identified cognitive, sociological, and…

Descriptors: Age Differences, Aptitude Treatment Interaction, Competition, Computer Assisted Instruction