AleTechnologyCAI

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1. Does computer-assisted instruction have proven benefits? For example, does it result in higher learning gains?

The summary below is from the NorthWest Regional Educational Labs Web site, School Improvement Research Series (SIRS) Research You Can Use, Closeup #10, Computer-Assisted instruction May 1991

http://www.nwrel.org/scpd/sirs/5/cu10.html

This summarizes 59 CAI research reports for K-12 and includes: DEFINITIONS, THE CAI RESEARCH BASE, RESEARCH FINDINGS and KEY REFERENCES as well as the SUMMARY. Research Finings areas include: MICROCOMPUTER USE AND STUDENT ACHIEVEMENT, LEARNING RATE, RETENTION OF LEARNING, ATTITUDES, OTHER BENEFICIAL EFFECTS, CAI AND DIFFERENT STUDENT POPULATIONS, CAI AND DIFFERENT CURRICULAR AREAS, WHY STUDENTS LIKE CAI, and COST-EFFECTIVENESS.

SUMMARY

The research base reviewed in preparation for this report indicates that:

  • The use of CAI as a supplement to conventional instruction produces higher achievement than the use of conventional instruction alone.
  • Research is inconclusive regarding the comparative effectiveness of conventional instruction alone and CAI alone.
  • Computer-based education (CAI and other computer applications) produce higher achievement than conventional instruction alone.
  • Student use of word processors to develop writing skills leads to higher-quality written work than other writing methods (paper and pencil, conventional typewriters).
  • Students learn material faster with CAI than with conventional instruction alone.
  • Students retain what they have learned better with CAI than with conventional instruction alone.
  • The use of CAI leads to more positive attitudes toward computers, course content, quality of instruction, school in general, and self-as-learner than the use of conventional instruction alone.
  • The use of CAI is associated with other beneficial outcomes, including greater internal locus of control, school attendance, motivation/time-on-task, and student-student cooperation and collaboration than the use of conventional instruction alone.
  • CAI is more beneficial for younger students than older ones.
  • CAI is more beneficial with lower-achieving students than with higher-achieving ones.
  • Economically disadvantaged students benefit more from CAI than students from higher socioeconomic backgrounds.
  • CAI is more effective for teaching lower-cognitive material than higher-cognitive material.
  • Most handicapped students, including learning disabled, mentally retarded, hearing impaired, emotionally disturbed, and language disordered, achieve at higher levels with CAI than with conventional instruction alone.
  • There are no significant differences in the effectiveness of CAI with male and female students.
  • Students' fondness for CAI activities centers around the immediate, objective, and positive feedback provided by these activities.
  • CAI activities appear to be at least as costeffective as--and sometimes more cost-effective than-- other instructional methods, such as teacher-directed instruction and tutoring.

"Most programs of computer-based instruction evaluated in the past," wrote Kulik and Kulik in 1987 "have produced positive effects on student learning and attitudes. Further programs for developing and implementing computer-based instruction should therefore be encouraged." Based on review of the research evidence published both before and after Kulik and Kulik's paper, the present report strongly supports this conclusion.

2. Is there research on the effectiveness of computer assisted instruction with low-literate adult readers? C.A.I.low-literate

3. With what kinds of adult students is CAI most effective?

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