ERIC Number: ED323947
Record Type: RIE
Publication Date: 1990-Feb
Reference Count: N/A
Can CAI Be More Effective for Teaching Johnny Than Traditional Instruction--Why Have Studies Been Inconclusive?
Schmitt, Dorren R.
This paper reviews empirical studies of the efficacy of the use of computer assisted instruction (CAI) in various settings, with particular attention to the use of CAI to teach mathematics skills and concepts. Studies using students at various ages and various subjects are considered, as are applications in which CAI was used as the primary instructional vehicle as against studies in which CAI was used as a supplement to conventional instructional intervention. These studies are used to discuss design flaws in CAI research studies, and recommendations are made for improving CAI study designs. It is noted that, in general, CAI has been found to be at least as effective as conventional instructional methods, but superiority of CAI has been demonstrated in only a limited number of studies. Failure to find statistically or educationally significant results favoring CAI may, in some cases, be an artifact of small sample size or other design flaws. CAI appears to be most useful when software includes diagnostic branching that attempts to detect the conceptual difficulties that students experience when confronting certain problems, and then presents instructional activities that focus on individual student needs. (47 references) (Author/GL)
Publication Type: Information Analyses; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of Selected Paper Presentations at the Convention of the Association for Educational Communications and Technology; see IR 014 535.