PRACTICE MODE AND LEARNER CONTROL IN COMPUTER-BASED INSTRUCTION

This study investigated the effects of practice mode and learner control in computer-based instruction on the achievement and continuing motivation of 152 seventh graders. Subjects were blocked by sex and randomly assigned to either recall practice or recognition practice and either program control or learner control in a computer-delivered instructional program. The recall practice mode produced significantly higher scores than the recognition mode on the recall portion of the 30-item post-test and slightly higher scores on the recognition portion. Overall results also favored program control over learner control. Recognition subjects selected significantly more enroute practice than recall subjects, but recall subjects took significantly longer to complete the program. Both male and female subjects showed a very strong preference for computer-based instruction over paper-based programs. The stronger overall achievement of subjects who received recall practice is explained in part by the greater depth of information processing required by recall practice than by recognition practice. © 1990.