Performance models of undergraduate students on computer-assisted instruction in elementary logic

Performance data were collected for students taking the computer-assisted instruction course in logic at Stanford University. The fit of the data to the Suppes, Zanotti, and Fletcher trajectory model was found to be good, though a systematic deviation from the model suggested some changes in the curriculum. A quantitative approach was used to pinpoint areas for curriculum revision. In addition, the model was evaluated for use as the basis of a predictive control mechanism.This research was supported by National Science Foundation Grant No. NSF-SED74-15016. The authors wish to thank Mario Zanotti for several discussions of the original model, and Lauri Kanerva for the use of his program for exponential regression analysis.