Recent research suggests that clickers (electronic feedback devices) influence metacognition. This article reports qualitative findings from a quasi-experimental study comparing clickers and low technology polling. We sought to establish how clickers influence metacognition and whether differences exist in how each response system influences…

This study examined the effects of prior knowledge, learner preference for control, and type of control (learner or program) on the achievement of middle-school students in a computer-based instructional program on adding and subtracting integers. Students were blocked by preference-for-control scores and randomly assigned to either a…

Examines the effects of type of instructional control (learner control versus program control) and program mode (full versus lean) on the achievement, option use, time in the program, and attitudes of higher-ability and lower-ability university students using a computer-delivered instructional program. Discusses implications for instructional…

Investigates the effects of personalized instruction on achievement and attitudes of Taiwanese elementary students on two-step mathematics and word problems. Students initially completed a survey on which they choice their favorite foods, sports, stores, classmates, and other selections. The most popular items were then used to create personalized…

Describes a study that investigated the effects of learner control and program control, and lean and full modes of instructional programs, on the achievement, use of options, time on task, and attitudes of high-ability and low-ability students from grades 9 and 10 during computer-assisted instruction. (LRW)