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Related Experiment Videos

Isolating the effects of active responding in computer-based instruction.

R M Tudor1

  • 1Westfield State College.

Journal of Applied Behavior Analysis
|October 1, 1995
PubMed
Summary

Requiring students to actively construct answers in computer-based instruction significantly improves learning outcomes. This overt answer construction method led to higher posttest scores compared to passive learning frames.

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Instructional Technology

Background:

  • Computer-based programmed instruction (CBPI) is a widely used educational tool.
  • The effectiveness of different response modes within CBPI is an area of ongoing research.
  • Overt responding, where learners actively construct answers, is hypothesized to enhance learning.

Purpose of the Study:

  • To evaluate the impact of requiring overt answer construction on learning within CBPI.
  • To compare learning outcomes between overt response and complete frame conditions.

Main Methods:

  • An alternating treatments design was employed.
  • Four college students participated in the study.
  • The instructional program alternated between frames requiring overt answer construction and frames presented without blanks.

Main Results:

  • Students demonstrated a higher percentage of correct posttest answers for segments requiring overt answer construction.
  • Overt response engagement correlated with improved knowledge retention and application.

Conclusions:

  • Requiring overt answer construction in CBPI enhances learning effectiveness.
  • Instructional designers should consider incorporating overt response opportunities in digital learning environments.
  • Active engagement through answer construction promotes better academic performance.

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