ERIC Number: EJ366422
Record Type: Journal
Publication Date: 1987
Reference Count: N/A
Effects of Embedded Processing Tasks on Learning Outcomes.
Hobbs, D. J.
Programmed Learning and Educational Technology, v24 n2 p145-50 May 1987
Describes a British study with undergraduate accountancy students which compared the quantitative and qualitative effects of three types of embedded tasks or questions--relational-semantic, transpose-semantic, and non-semantic--on learning outcomes. Variables investigated included mathematical background, recall, and comprehension. Relevance of the findings to the design of computer-assisted learning materials is discussed. (LRW)
Descriptors: Analysis of Variance, Aptitude Treatment Interaction, Comprehension, Computer Assisted Instruction, Cues, Developed Nations, Foreign Countries, Higher Education, Instructional Design, Intermode Differences, Learning Processes, Material Development, Mathematics Education, Questioning Techniques, Recall (Psychology), Student Characteristics
Publication Type: Journal Articles; Opinion Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)