ComputerAided Instruction

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Computer-Aided Instruction

• Department of Computer Science
• Xavier University

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Tutorials
Week 3
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Week 3 Outline

• Tutorials
• Instructional Factors
• Student Control of the Lesson
• Motivation
• Presentation of Information

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Tutorials

• programs that generally engage in the first two
  phases of instruction
• a form of CBI in which the computer assumes the
  role of a tutor -- introducing content, providing
  practice, and assessing learning

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Tutorials

• used to introduce new content to learners in much
  the same manner that a human teacher might

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Tutorials

• Because tutorials present content to students,
  they can be used in any area of the sciences for
• remediation when learners lack necessary
  background knowledge
• enrichment when learners wish to go beyond the
  basics
• introduction of content to all learners (freeing
  the instructor to do other things)

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Tutorials

• Good for verbal and conceptual learning
• May require significant investment of students
  time
• Should be followed by opportunities for student
  application of knowledge

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General Structure
Introductory Section
Present Information
Question and Response
Closing
Feedback or Remediation
Judge Response
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Instructional Factors

• Introduction of the Tutorial
• Control
• Motivation
• Presentation of Information
• Questions and Responses
• Sequencing lesson segments
• Closing of the Tutorial

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Introduction

• Title Page
• Presentation of Objectives
• Directions

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Introduction

• Title Page
• To attract the students attention
• To create a receptive attitude
• To indicate in a general way what the lesson is
  all about

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Introduction

• Presentation of Objectives
• behavioral form
• After this lesson you will be able to multiply
  two-digit numbers.
• At the end of this lesson you will able to state
  the causes of the Civil war.
• This lesson will teach you to determine the
  density of an object.

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Introduction

• Directions
• Give accurate directions and make them available
  at all times

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Control

• What control?
• Give adults more control than children
• allow review, especially backward paging,
  whenever possible
• global control directions, help, glossaries,
  termination (temp or perm.)

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Types of Control

• Student Control
• allows the student most control without
  instruction or feedback
• includes advice and procedures to catch students
  who are doing poorly
• good for high-order skills, such as problem
  solving

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Types of Control

• Program Control
• allows the student some simple controls (such as
  forward progression or asking for help) but
  determines sequence, completion, and other
  factors by rules the lesson author has programmed
• young or less able students
• recommended for procedural learning, mastery
  learning, and unfamiliar content

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Types of Control

• Adaptive Control
• combination of lesson and student control attuned
  to each students needs, with the amount and type
  of control determined by performance in the
  lesson
• complicated to program and time consuming

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Types of Control

• Adaptive Advisement
• give students the most control but also provides
  instructions and ongoing advise about what to do,
  which students may follow or ignore
• for older and more able students

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Student Control

• Method of Control
• determines the ease of use and consequently the
  extent to which students use them
• subdivided into techniques and modes
• Techniques authors design menus, commands,
  etc.
• Modes constrained by computer hardware
  keyboard, joystick, other input devices

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Motivation

• Extrinsic Motivation
• those which are independent of the instruction,
  such as rewarding the students with things they
  consider desirable
• disadvantage student interest in learning is
  diminished because the students goal becomes the
  reward rather than learning

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Motivation

• Intrinsic Motivation
• inherent to the instruction that motivate the
  student
• instruction is motivating if students consider it
  to be fun
• macro level Game techniques
• micro level Multimedia
• must be individualized / customized

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Motivation

• Malones Motivation Theory (1981)
• Challenge
• Curiosity
• Control
• Fantasy

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Info Presentation

• Modes of Presentation
• delivery medium text, graphics, sound, or a
  combination of these
• Fleming Levie (1978) research on visual and
  auditory presentation

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Info Presentation

• Length of Text
• brief and concise
• Topic ComplexityLength
• MaturityLength
• Layout
• Avoid scrolling text
• Sentence/Paragraph Format (spacing, case,
  alignment, indention, font and size, margin, and
  other effects)

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Info Presentation
Underlining to emphasize text
An alternate typeface to emphasize text
ALL CAPITAL LETTERS TO EMPHASIZE TEXT
Inversing writing to emphasize text
A box to emphasize text
An arrow to emphasize text
Big letters to emphasize text
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Info Presentation
To emphasize a message, display it with nothing
else on the screen
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Info Presentation

• Courseware convention
• Control options on the bottom
• there must be consistency in
• Prompt
• Icons
• Keys and Functions
• margin and paragraph conventions
• layout

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Questions Responses

• May or may not be present in a tutorial
• Advantages
• Keep students attentive
• Assess comprehension and memory-recall

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Questions Responses

• Types of Questions
• Multiple-choice Questions
• may use letter keys, number keys, the mouse
• incorrect alternatives (called foils) must be
  plausible
• 4 alternatives should be given
• the stem of the question should be a complete
  sentence
• avoid alternatives like none of the above
• alternatives must be in the same format

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Questions Responses
An example of an input device is A Visual
Basic B Mouse C The Printer is an input device
Which among the following is an example of an
input device? A Mouse B Printer C
Monitor D CD-ROM
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Questions Responses

• Marking Questions
• marking parts of the display that answer the
  question

Mark examples of Input Devices
Mouse
Keyboard
Monitor
Printer
Joystick
Plotter
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Questions Responses

• Constructed-Response
• Types
• Short-answer require the student to type words
  or numbers
• Completion have one or more missing words that
  the student must fill in

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Questions Responses
Complete this statement.
The three primitive data types are Integer,
Floating Point, and
.
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Questions Responses
Complete this statement.
The three Primitive Data Types are
,
, and
.
Complete this statement.
The three
,
are
, and
.
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Questions Responses

• Guidelines
• Words of significance should be the ones blanked
  out, such as key concept names.
• Avoid too many blanks
• Negative words should be avoided.
• Abbreviations should be avoided.
• Scrolling should never occur in questions.

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Sequence

• Linear Lessons
• progress from one topic to another
• advantage easy to implement
• disadvantages does not address student
  diversity not creative and less interesting

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Sequence

• Hierarchical
• Sequence is linear bus and is determined
  according to a hierarchy of information.
• e.g. In Math, teach Addition and Subtraction
  first before Multiplication

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Sequence

• Familiarity and Difficulty
• Easy topics first before difficult ones
• Familiar to Unfamiliar sequence

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Sequence

• Branching Lessons
• Sequence depends of students performance/scores.
• May occur automatically or student choice.

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Sequence

• Hypermedia
• organization of multimedia content in a
  non-linear or non-sequential manner
• allows learners to create their own individual
  path for navigating through the courseware
• a.k.a. exploratory learning

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Closing

• A tutorial may be ended temporarily or
  permanently
• If to end permanently,
• Provide summary statements (e.g. what has been
  achieved, scores, performance evaluation)