Program Sequence by Ability Interaction in Learning a Hierarchical Task by Computer-Assisted Instruction.
TEXAS UNIV AT AUSTIN COMPUTER-ASSISTED INSTRUCTION LAB
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The sequence of instruction in a fixed set of highly controlled learning materials was investigated. Computer-assisted instruction CAI was used to administer the instructional materials and to collect the data. The role of some cognitive ability variables was also investigated. A survey of the literature showed that there were several ways of analyzing the task to determine its structure. This analysis then should prescribe the sequence of instruction. In general, it was found that a disordering or scrambling of this analyzed sequence made little difference on the students performance. The methods for analyzing the task did not always yield the same sequence, depending upon who performed the analysis. The rationale for an information processing task analysis was outlined to overcome the shortcomings of the other analytic methods. The new method appeared to have good reliability of sequence determination i.e., different persons derived the same sequence using this method. Several studies have indicated that students can effectively sequence the learning task for themselves. In order to determine how their selected sequences affected their performance, it was necessary to quantify their different sequences. An index for quantifying the degree of conformity to the information processing sequence was developed. This index was called the hierarchical sequence conformity index.
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