ERIC Number: ED071435
Record Type: Non-Journal
Publication Date: 1972-Jun-30
Reference Count: N/A
Distration, Response Mode, Anxiety, and Achievement in Computer Assisted Instruction.
The effects of distraction on achievement are particularly important in relation to the acceptability of computer-assisted instructional materials. In addition to these effects, various levels of anxiety may also be deleterious to the learner. In order to measure the effects of both distraction and anxiety 121 subjects were used in a two-by-two design experiment, defined on one hand by distraction and non-distraction conditions, and on the other by constructing responses as opposed to reading the program. Using multiple linear regression analysis the effects of the conditions and their interactions with test anxiety were determined. The only significant effect on instruction was that constructing responses led to higher achievement than only reading the material. State anxiety was higher for all groups in which an overt response was required. The findings suggest that decrements in achievement attributable to distraction are more accurately interpreted in motivation terms. (Author/MC)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.
Authoring Institution: Florida State Univ., Tallahassee. Computer-Assisted Instruction Center.