Effects of computer-assisted instruction on learning: A case study

An interactive CAI (Computer Assisted Instruction) program, Project: Interactive (P:I), was created to be used in place of a textbook for the New Media class taught at Lebanon Valley College of Pennsylvania. The class consisted of nine students. The students, eight males and one female, participated in the use of P:I as their course material. Of these, eight participants were majoring in Sound Recording Technology and one was majoring in English Communications. The ages of the students were 20 (n=2), 21 (n=4), 22 (n=1), 23 (n=1), and 24 (n=1) years. Eight of the students were seniors and one was a junior. One of the students had used an interactive CD-ROM in-another class. P:I was used in support of lectures in the classroom as well as for individual study by the students. The hypotheses of the researcher was that students would be attracted to P:I because of the use of animation, sound, interactivity, and other multimedia elements that also attracts students to the Internet, digital games, TV and other comparative media. By engaging the students with the same type of media that they enjoyed during their private time, it was reasoned that the students would spend more time studying and learning from P:I than from a traditional textbook. The students were at one time split into two groups. One group was instructed to not come to class and to study the material using P:I without the benefit of a lecture. The other group was told to come to class and the same content was discussed in a lecture and discussion setting. Once the class met again as a whole, a surprise exam was given on the material. Eight of the nine students failed to pass the exam. When asked how much time each student spent observing P:I, the average was one hour over a period of two months. Results of a survey of the students showed that the students thought P:I was well done and entertaining. This led the researcher to examine the use of technology in academia as well as the effectiveness of technology in increasing cognitive and study skills. A review of the literature brought forth the following deductions: (1) Students generally study only the information deemed necessary to pass exams, regardless of the information delivery system used for the class. (2) The role of the educator is changing from that of a source of information to that of a facilitator of information. (3) The effectiveness of using CAI for learning has not been effectively evaluated. (4) While previous technological challenges to traditional pedagogy have failed to make a lasting impact, the current rush to technology will be sustained by the use of the Internet and the personal PC. Although the research for this paper involved college age students, the review of literature and discussion covers a broad range of issues that concern the infusion of technology into education that can be applied to any level of pedagogy.* *This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: Windows MediaPlayer or RealPlayer.