Effects of Anxiety, Response Mode, Subject Matter Familiarity and Learning Time 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, response modes reading, constructed response, and program length short, long on performance for familiar and technical computer-assisted instruction materials were investigated. High trait anxiety was associated with high levels of state anxiety. Constructed response groups had higher levels of state anxiety than reading groups. However, shortening learning program length did not reduce state anxiety although in some cases it improved performance. Students in the short constructed response version performed better than students in the long constructed response version only on the familiar portion of the posttest. It was suggested that a decreased memory load for this group may have contributed to this finding. Author
- Humanities and History