Interactive effect of information structure sequence of information and process learning time on rule learning using computer-based instruction

The purpose of this study was to investigate three instructional design variables hypothesized to improve rule learning by use of information processing methods. These variables included: analysis and structure of information, response-sensitive sequencing of information, and monitoring of learning time. Using secondary education students learning internal punctuation rules, results from two experiments showed that (a) structuring information by a schematic analysis improved learning over a taxonomic analysis, (b) a response-sensitive sequence that first adapted instruction for generalization and second discrimination improved learning over either sequence separately, and (c) program monitoring of the display time interval improved learning over learner control. Findings are discussed in reference to an interactive nature of learning theory, instructional systems, and computer technology.