Explains chaos theory; compares a conventional instructional systems design (ISD) approach with chaos theory and dynamic nonlinear systems, including deterministic predictability and indeterministic unpredictability and negative and positive feedback; explores theoretical implications for developing an alternative ISD model; and recommends future…

Analyzes the philosophical assumptions underlying instructional systems technology (IST). Cognitive and behavioral learning theories are discussed, their effects on IST are considered, the philosophical paradigms of objectivism and constructivism are compared, applications of constructivism are described, and implications of constructivism for IST…

Discusses the evaluation of instructional software, describes two versions of a software evaluation model, and reports the results of two studies that compared evaluative decisions based upon subjective software ratings and data collected using both versions of the evaluation model. Teacher use of student data for decision making is also examined.…

Describes two studies that compared university students' judgments about the readability and studyability of two sets of computer screens: a set of model displays and a set of real screens copied from computer-assisted instruction programs. Relationships among viewers' preferences and field dependence/independence, conceptual style, and gender…