This paper describes three interactive computer programs used with personal computers to present science learning modules for all ages. Developed by groups of teachers at the Educational Technology Center at the University of California, Irvine, these instructional materials do not use the techniques of contemporary artificial intelligence. (GDC)

Because of the lack of error-free, on-task performance by young children, cognitive modeling has not generally been considered an appropriate technique for characterizing computer use by young children. It is argued that cognitive modeling can be a useful strategy for organizing data on children's performance when the domain being studied is…

Discussion of task motivation focuses on study that investigated the choice behavior of college students within a computer problem solving task as they controlled and selected problem difficulty levels which maximized either intrinsic interest or extrinsic reward. Sex differences are examined, and treatment for experimental and control groups is…

The guide to courseware for computer-assisted instruction and computer-managed instruction in bilingual education, English as a second language, and second language instruction contains entries from the National Clearinghouse for Bilingual Education's database and selected courseware for the related areas of special education, vocational…

The effects of the Attention Directing Strategy and Imagery Cue Strategy as program embedded learning strategies for microcomputer-based instruction (MCBI) were examined in this study. Eight learning conditions with identical instructional content on the parts and operation of the human heart were designed: either self-paced or externally-paced,…

Describes study that investigated the effects of medium of instructional practice, task difficulty, and gender on continuing motivation. Microcomputers and paper and pencil format were compared on tasks at a hard or easy difficulty level with fifth and sixth grade students, and questionnaires were used to determine student attitudes. (Author/LRW)

This study investigated the effects of medium of instruction, task difficulty, and gender on continuing motivation. A total of 139 fifth and sixth graders with previous computer experience completed an initial learning task in one of the two media formats (computer or paper/pencil) and under either a hard or easy difficulty level. Students' choice…

Twenty learning-handicapped and 20 nonhandicapped intermediate-grade children worked on a mathematics problem-solving task on a microcomputer. Their social and instructional interactions were compared as group configuration (individual, homogeneous dyad, and heterogeneous dyad) and task difficulty changed. The computer's effect on the conversation…