Computer-based teaching methods can improve the transfer of information, increase instructional fonts on conceptual and methodological skills, enhance motiuation, and stimulate the development of expressiw skills. After reviewing a number of studies of computer-basetl abbfications, we rebort a co?~elational studv of psyc.hology studm;;'attitudes and achievement in n technolo' all; enhanced classroom. The results indicated that (a) stwhts rated the computer-based instructional compunenrs positively, (b) those with weak academic backgrounds who consistently used the technology achiwed hi&r test scores than weak stdents who did not use du! technology, and (c) shuients who dropped out of college the following semester tended to be low users of technology. We also discuss the implicatias of c w u t e r technoloo for teaching.Advances in computers and information processing are changing the way students study and the way professors teach psychology. Instructors once taught by assigning readings and papers, lecturing. and leading discussions. Now, they can use (e.g., learning, motivation, and matriculation) offer modest support for these new methods (

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Educational benefits of computer-assisted instruction (CAI) were investigated. A quasi-experimental design contrasted learning outcomes of students in an introductory psychology class that incorporated CAI exercises to students in a lecture-only introductory psychology class. A number of potential mediating variables, such as instructor, size of class, textbook, and year in school, were controlled. Analysis of students’ final examination scores indicated that students in the lecture-plus-CAI section obtained higher scores than students in the lecture-only section, and these higher scores were due to their better performance on concepts that were taught in both lecture and CAI exercises. These findings offer modest support for the use of CAI as a supplement to lecture in teaching psychology, particularly for domain-specific learning.