Distraction, Response Mode, Anxiety, and Achievement in CAI.
FLORIDA STATE UNIV TALLAHASSEE COMPUTER-ASSISTED INSTRUCTION CENTER
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The effects of distraction, mode of responding to CAI material, and anxiety were studied, as was the interaction among these variables. A total of 121 subjects were used in a two-by-two design, defined by a distraction and non-distraction condition, and constructing responses as opposed to reading the program. The effects of these conditions and their interactions with test anxiety were determined by multiple linear regression analysis. Finally, the effects of these conditions on state anxiety was assessed at four points in the instructional and test sequence. The only significant effect on instruction was that constructing responses led to higher achievement than only reading the material. State anxiety was higher for all groups in which an overt response was required. The findings suggest that decrements in achievement attributable to distraction are more accurately interpreted in motivation terms. Author
- Humanities and History