Article1996

Preferences and learner control over amount of instruction.

63 citations0/0 files storedJournal of Educational Psychology

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Learning Styles and Cognitive Differences Innovative Teaching and Learning Methods Intelligent Tutoring Systems and Adaptive Learning

Abstract

This study examined the effects of assigning high school students to a computer-delivered geometry program that either matched or did not match their preferred amount of instruction as measured by a preprogram questionnaire. Students could adjust their program length by adding screens in a lean version of the program or by bypassing them in a full version. Matching students with their preferred program length did not produce improved posttest achievement and was particularly ineffective with students who preferred a low amount of instruction. The full version of the program was somewhat more effective than the lean version, primarily because of the better performance of low-preference students in the full version (mismatched) than in the lean one (matched).

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References

1962Statistical principles in experimental design.1978The systematic design of instruction 1978Aptitudes and Instructional Methods: A Handbook for Research on Interactions 1990Requirements and benefits of effective interactive instruction: Learner control, self-regulation, and continuing motivation 1971Interactive effects of achievement orientation and teaching style on academic achievement.1980Instructional control strategies and content structure as design variables in concept acquisition using computer-based instruction.1980Learner control in computer based learning 1990Influence of Student Ability, Locus of Control, and Type of Instructional Control on Performance and Confidence

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2009The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning 2010The influence of visual cognitive style when learning from instructional animations and static pictures 2001Learning With Dynamic Geometry Programs: Perspectives of Teachers and Learners 2016The Effectiveness of E‐Learning Systems: A Review of the Empirical Literature on Learner Control

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