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Related Experiment Videos

Computer-programmed instruction: The relation of required interaction to practical application.

R M Tudor1, D E Bostow

  • 1University of South Florida.

Journal of Applied Behavior Analysis
|July 1, 1991
PubMed
Summary

Active responding in programmed instruction significantly improves learning outcomes. Requiring students to actively supply answers, either covertly or by typing, enhances understanding and application of instructional material.

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Area of Science:

  • Educational Technology
  • Cognitive Psychology
  • Instructional Design

Background:

  • Programmed instruction (PI) utilizes self-paced learning modules.
  • The effectiveness of student response methods within PI requires further investigation.
  • Computer-based delivery allows for varied interaction modalities.

Purpose of the Study:

  • To evaluate the impact of different response methods on learning within programmed instruction.
  • To compare passive reading with active responding (covert and overt typing) with and without immediate feedback.
  • To assess the influence of response methods on generalization and application of learned concepts.

Main Methods:

  • A group experimental design was employed.
  • Participants engaged with a 315-frame programmed instruction program on PI design.

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  • Response conditions included passive reading, covert responding, and active typing (with/without confirmation).
  • Learning was assessed via posttest generalization questions and an application test.

    • Main Results:

    • Actively supplying answers (covert or typed) significantly improved performance on generalization questions.
    • Students who actively responded demonstrated better adherence to program rules in application tasks.
    • Immediate confirmation of correctness did not show a significant additional benefit over active responding alone.

    Conclusions:

    • Requiring students to actively supply response fragments is crucial for effective programmed instruction.
    • Active responding enhances both knowledge retention and the ability to apply learned material.
    • Instructional designers should prioritize active engagement over passive consumption in PI development.