ERIC Number: ED062831
Record Type: RIE
Publication Date: 1972-Mar
Reference Count: 0
The Effect Upon Students' Motivation of Fit Between Student Ability and the Level of Difficulty of CAI Programs.
Miller, Ruth; Hess, Robert D.
A study sought to identify the engaging characteristics of computer-assisted instruction (CAI) and to determine why engagement in CAI programs remains high, whether engagement can be increased experimentally by changing the level of difficulty of the lessons, whether engagement is highest when lessons match the student's level of competence, and whether engagement and disengagement scores are related. Subjects were 40 fourth graders who had been working with a drill-and-practice mathematics CAI program since first grade. Five lessons of varying difficulty were presented to the students. Their behavior while working on the lessons was videotaped and classified. The engaging characteristics of CAI that were identified were: its curiosity provoking aspects, its immediate feedback, its provision of a form of competence testing for the student, and its presentation of lessons matched to the student's level of competence. Engagement was highest on easy lessons and did not begin to drop until the subjects missed more than 20% of the problems per lesson. The maximum point of engagement could not be dteremined. Measures of engagement and disengagement were found to vary somewhat independently. (JY)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.