A comparison was made between computer-managed instruction (CMI) and conventional instruction (CI) on measures of performance, time and attitude. The sample consisted of 167 undergraduates in a health education course at Florida State University. Of these students, 41 served as a control group and the rest were randomly assigned to one of three…

Compares "computer based learning" in Europe with "computer assisted instruction" in the United States, noting that, in spite of the connotations of the names, the teacher is the primary beneficiary of software in Europe while the student is the primary beneficiary of software in the U.S. (HTH)

Three vehicles for programming for computer-assisted language instruction are compared: general-purpose programming languages, educational programming languages, and educational authoring systems. Their advantages and disadvantages for a variety of purposes and circumstances are examined as well as the differences in time and energy required for…

This review of four different computer-assisted instruction algorithms concludes that current authoring guides are more concerned with "user orientation" than with instructional principles, and advocates the application of a design model based on Gagne's information processing model of instruction. Nine references are listed. (MER)

Explores possibilities of animated pedagogical agents to enhance the use of support tools in open learning environments. Constructs a typology to describe and compare different pedagogical agents from an instructional design perspective; analyzes currently available pedagogical agents; and reviews empirical research on pedagogical agents in…

Describes a study that investigated the usefulness of an interactive computer program in eliciting children's reports about an event. Compared results of interviews by computer with interviews with humans with children aged five through eight that showed little benefit in computers over face-to-face interviews. (Author/LRW)

Discusses the use of hypermedia for performance improvement interventions in light of traditional approaches to computer-based training (CBT). Problems with CBT are discussed, hypermedia and hypertext are differentiated, links with data files are explained, hardware selection is discussed, and a comparison of hypermedia systems is presented. (LRW)

Presents background information that describes the major components of an embedded performance support system, compares levels of functionality, and discusses some of the required technologies. Highlights include the human-computer interface; online help; advisors; training and tutoring; hypermedia; and artificial intelligence techniques. (LRW)

Presents a methodology for characterizing computer-based learning environments that focuses on cognitive, pedagogical, and interactive features. Discusses the framework for this characterization in relation to relevant theories and findings in cognitive and instructional research. Figures and tables display results of a systematic examination of…

Discussion of hypertext for computer-assisted instruction highlights SINS (Semistructured Intelligent Navigation System), a hypertext system that addresses and solves navigation problems common to hypertext environments. The semantic search mechanism of SINS is explained, and SINS is compared with HyperCard using searches performed by veterinary…

Describes Soft Know-How, a new training and electronic performance support system (EPSS) that helps employees in the design, training, and updating of their work methods for continuous quality improvement. A comparison between desktop publishing and Soft Know-How methods in editing a job assistance document is discussed. (LRW)

This research makes use of learning time intensity, burst evaluating equations, and state denotation approaches to evaluate the learning time characteristics of students. Through comparing learning time intensity, six burst styles and three diligence styles are categorized. From the statistical results and interaction content analysis, some…

The purpose of this study was to examine the instructional effectiveness of different levels of chunking (simple visual/text and complex visual/text), different forms of feedback (item-by-item feedback, end-of-test feedback and no feedback), and use of instructional gaming (game and no game) in complementing animated programmed instruction on a…

The purpose of this study was to examine students' attitudes and perceptions toward the use of technology-based instruction (i.e., Inspiration 6.0 software) and a guided notes format as an instructional strategy in inclusive world history classrooms. Students' completed a six item 3 choice student satisfaction survey (agree, undecided, disagree)…

The effectiveness of two different laboratory techniques is compared to teach students majoring in science in a general chemistry laboratory. The results demonstrated that student laboratory activities with computer-interface systems could improve student understanding.