The effect of computer‐assisted instruction format and initial attitude on the arithmetic facts proficiency and continuing motivation of students with learning disabilities

Abstract

Computer‐assisted instruction (CAI) can be a valuable instructional tool for providing the additional drill and practice that students with learning disabilities often need to master basic skills. CAI programs that use game formats, similar to the types of activities that one might encounter in video arcades, are believed to help enhance student motivation to engage in learning tasks. Theoretical and empirical evidence, however, suggests that game formats may, under some conditions, have detrimental effects on students' achievement and motivation. The purpose of this study was to examine the impact of an instructional computer game on students' arithmetic facts proficiency. In addition, I examined whether initial attitudes toward mathematics would mediate the impact of game versus drill‐and‐practice CAI. Forty‐one fourth‐ through sixth‐grade students with learning disabilities participated in the study. I found that, regardless of their initial attitude or the type of program they used, students significantly improved their arithmetic facts proficiency after four sessions of computer‐based practice. Furthermore, the game format had a facilitative effect on the continuing motivation of students who had low initial attitudes toward mathematics. I discuss implications of these results for instructional design and future research.

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