ERIC Number: ED295637
Record Type: RIE
Publication Date: 1988-Jan
Reference Count: 0
Programming for Effective Concept Learning: Where Should the Branches Go and Why?
Driscoll, Marcy P.; And Others
The two studies detailed in this paper investigated the effects of adaptive sequencing of examples and adaptive feedback on concept learning using computer-based instruction. In the first study, two groups of undergraduate students progressed through a set of five behavior management concepts presented in the rational set generator framework. Subjects in the simple adaptive conditioning group were branched to easier examples when they made an error, but when subjects in the discrimination training groups made an error, they were branched to new examples--presented simultaneously--of both the concept that was missed and the one with which it was confused. However, posttests indicated no significant differences in scores between the two groups, contrary to expectations that the discrimination training group would perform better. The second study, which was an extension of the application of the rational set generator framework, investigated the effects of different types of wrong answer feedback on concept and rule learning. Four treatment groups completed programs with different levels of feedback following an incorrect answer--correct answer only, elaborated, forced repetition, and forced processing--and a fifth group completed a program without any feedback. Posttests indicated that subjects in the four treatment groups performed better than subjects in the no treatment group, but no statistically significant difference was observed between the four experimental groups. The text is supplemented by one figure. (10 references) (EW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of Selected Research Papers presented at the Annual Meeting of the Association for Educational Communications and Technology (New Orleans, LA, January 14-19, 1988). For the complete proceedings, see IR 013 331.