Instructional Control Strategies and Content Structure as Design Variables in Concept Acquisition Using Computer-Based Instruction
Journal of Educational Psychology Volume 72, Number 4,
For college students learning concepts, the advisement condition resulted in better performance than the learner control condition and needed less instructional time than the adaptive control condition. Results also indicated that students given concepts simultaneously performed better and needed less instruction than those who received concepts successively. (Author/GDC)
Tennyson, R.D. Instructional Control Strategies and Content Structure as Design Variables in Concept Acquisition Using Computer-Based Instruction. Journal of Educational Psychology, 72(4), 525.
Cited ByView References & Citations Map
The effect of contextual pedagogical advisement and competition on middle-school students’ attitude toward mathematics using a computer-based simulation game
Richard Van Eck, University of North Dakota, United States
Journal of Computers in Mathematics and Science Teaching Vol. 25, No. 2 (April 2006) pp. 165–195
John Dempsey, Hendon Blaylock & Burke Johnson, University of South Alabama, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1164–1170
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