Effect of Anxiety, Response Mode, and Subject Matter Familiarity on Achievement in Computer-Assisted Learning.
FLORIDA STATE UNIV TALLAHASSEE COMPUTER-ASSISTED INSTRUCTION CENTER
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Effects of trait and state anxiety levels low, medium, high and response modes reading, covert, modified multiple choice, constructed response on posttest achievement for familiar and technical materials dealing with heart disease were investigated. Learning materials were presented to 148 subjects via computer-assisted instruction. High trait anxiety was associated with high state anxiety for all groups. Constructed response and reading groups performed significantly better than covert and multiple choice groups on technical but not familiar materials. However, the constructed response group had higher levels of state anxiety and longer learning times than other response mode groups. Author
- Humanities and History