Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity

Area of Science:

• Educational Technology
• Cognitive Psychology
• Science Education

Background:

• The COVID-19 pandemic accelerated digital education adoption globally.
• Limited research exists on digital learning effectiveness versus face-to-face methods.
• Socio-cognitive factors influencing academic performance are often overlooked in digital learning research.

Purpose of the Study:

• To compare the effectiveness of computer-assisted instruction (CAI) and inquiry-based learning (IBL) in Science and Technology.
• To investigate the role of working memory (WM), socioeconomic status (SES), and academic self-concept (ASC) in CAI and IBL effectiveness.
• To provide evidence-based recommendations for digital learning strategies.

Main Methods:

• A comparative study involving 509 middle school students.
• Students received either CAI or IBL for 4-10 weeks before the COVID-19 pandemic.
• Multilevel modeling was used to analyze academic performance, controlling for prior knowledge and socio-cognitive factors.

Main Results:

• Computer-assisted instruction (CAI) was found to be more effective than inquiry-based learning (IBL).
• CAI benefits were consistent across different socioeconomic statuses (SES) and academic self-concepts (ASC).
• Higher working memory (WM) capacity amplified the positive effects of CAI.

Conclusions:

• CAI is a highly effective instructional method for middle school Science and Technology.
• Digital learning strategies like CAI should be adapted for students with lower working memory.
• CAI offers a valuable pedagogical approach for both regular and pandemic-affected educational settings.