Learner control modes and incentive variations in computer-delivered instruction |
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Authors: | Samuel Hicken Howard Sullivan James Klein |
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Institution: | (1) the Division of Psychology in Education at Arizona State University, Tempe;(2) Training and Learning Technologies, University of New Mexico, 87131-1256 Albuquerque, NM |
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Abstract: | This study investigated the effects of two general approaches to the provision of learner control and of two types of incentive
on achievement, use of options, time, and attitude using computer-delivered instruction. Posttest scores for the “FullMinus”
treatment for learner control, where learners could selectively bypass elements of a full instructional program, were marginally
higher than those for the “LeanPlus” treatment, where learners could opt to add elements to a core program (p=.052). The FullMinus
treatment resulted in more positive attitudes while requiring no more time. Performance-contingent incentive groups had higher
post-test scores than task-contingent groups (p<.05), with no greater investment of learner time and no negative effect on
attitude. The findings relate directly to the design of instructional computer programs as well as to the design of future
studies on learner control.
The authors thank Professors Gene Glass, Norman Higgins, and Raymond Kulhavy for their contributions to this research. |
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