Nineteen fifth and 11 sixth graders given preliminary instruction about a computer-based problem-solving game received additional problem-solving training, problem-solving and self-monitoring training, or no further training. The beneficial impact of the monitoring training is discussed as evidence of the importance of the monitoring strategy in…

This study investigated the effect of informational, drill, and game format computer-assisted instruction (CAI) on the achievement, retention, and attitude toward instruction of sixth-grade science students (N=37). An informational CAI lesson on Halley's Comet was administered to three randomly selected groups of sixth-grade students. A CAI drill…

Learning-disabled sixth through eighth grade students (n=25) received vocabulary instruction involving matching negation prefixes to root words. The students used an instructional computer game or a computer program that operated identically but without game features. Both programs produced equal gains in task skill, but the game produced higher…