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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
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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.

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.

Related Experiment Videos

  • 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.