The Differential Effects of Interactive versus Didactic Pedagogy Using Computer-Assisted Instruction

Thomas, Tieja; Alexander, Kristopher; Jackson, Renee; Abrami, Philip C.

doi:10.2190/ec.49.4.a

Cited by 9 publications

(5 citation statements)

References 45 publications

(42 reference statements)

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“…The inclusion criteria immediately excluded articles that were only concerned with the technical construction of the affective EPAs (e.g., Sabourin, Mott, & Lester, 2011), studies with qualitative research results, such as from interviews and user observation (e.g., Andrade, Bagri, Zaw, Roos, & Ruiz, 2010), and studies in which the required descriptive statistics could not be obtained (e.g., Mumm & Mutlu, 2011). In the end, 30 studies remained, which is comparable in number with previous review studies (Thomas, Alexander, Jackson, & Abrami, 2013).…”

Section: Methodssupporting

confidence: 80%

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Affect in Embodied Pedagogical Agents

Guo

Goh

2015

Journal of Educational Computing Research

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Over the past decade, computer games and other interactive technologies have shown great potential when used in innovative ways to enhance learning. It is now known that learning is associated not only with cognitive ability but also with affect. The incorporation of affective embodied pedagogical agents (EPAs) in computer programs for learning can significantly influence learner beliefs and efficacy. However, there have been a number of criticisms and contradictory empirical findings calling into question earlier results and theoretical claims on the effectiveness of using EPAs. Therefore, this paper reviewed studies that evaluated the effectiveness of affect in EPAs in a computer-based learning environment (CLE). The statistical metaanalytic review (k ¼ 30, n ¼ 2,150) found that the use of affect in EPAs has a significant and moderate impact (r ¼.35) on students' learning motivation and a relatively smaller impact on knowledge retention (r ¼.29) and knowledge transfer (r ¼.26). The effect sizes of the three outcome variables in this review are stronger compared with previous meta-analysis on the impact of the embodiment level of EPAs, indicating that the use of affect is more desirable and effective in CLEs. Finally, implications for both designers and researchers of using affective EPAs in CLEs are discussed.

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Section: Methodssupporting

confidence: 80%

“…In the end, 30 studies remained, which is comparable in number with previous review studies (Thomas, Alexander, Jackson, & Abrami, 2013).…”

Section: Inclusion Criteriasupporting

confidence: 78%

Affect in Embodied Pedagogical Agents

Guo

Goh

2015

Journal of Educational Computing Research

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“…The percentage of learning completeness that reaches 90 % supports this statement. This finding is also consistent with the results of Thomas et al (2013) and Suleman et al (2017) which concluded that CAI-based learning could motivate and improve students' achievement. However, the other side of success is that respondents generally feel that they are bored in the final stages of knowledge because the process of completing a learning session is too long.…”

Section: Assessing the Effectiveness Of The Cai Modelsupporting

confidence: 92%

The Computer Assisted Instruction Model Based on a Combination of Tutorial Model and Drill and Practice Model in the Instructional Design of Database Systems in Information Technology Colleges

Ruliah¹,

Syahrial²,

Muchtar³

2019

ujer

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The traditional face-to-face teaching methods in the class that emphasize teaching-centered learning systems caused teachers to be unable to deliver teaching material thoroughly because of the limited time. The Computer Assisted Instruction (CAI) model presents learning by using a variety of media, both in the form of text, images, and in the way of interactive videos, so that it helps the learning process effectively and helps students to set the pace of learning independently anytime and anywhere. Interconnection of the CAI model with online-based technology also helps students improve their learning creativity, because diverse learning resources support it. This paper presents CAI conceptual models based on a combination of Tutorial models and Drill and Practice models, which are supported by online technology to provide conceptual understanding at the beginning of learning and offer exercises to develop creativity and test students' abilities in the final stages of learning Database Systems. The evaluation results on limited trials show that the CAI model design based on a combination of Tutorial models and Drill and Practice models much motivates students to learn and improve mastery of competencies in the Database System. Another finding in this paper is the need to provide adequate guidance for the application of CAI in its use, and the obligation to provide more effective designs when CAI applications are designed to connect to systems that offer to teach resources online, so students really can use CAI as an auxiliary media active learning for independent learning.

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“…The learning and training scenario models offered in the CAI algorithm much motivate students, so that students' understanding of a particular learning theme achieves 90% completeness, consistent with the findings of Thomas et al (2013) and Suleman et al (2017). Another finding of this study, some students stated that they still needed instructors (assistants) to get a deeper explanation when they failed to understand certain parts of interactive learning-based material.…”

Section: F I N D I N G Ssupporting

confidence: 77%

Concept of Integration of Tutorial Models and Drill-Practice Models on Online Computer Assisted Learning

Sabri¹

2019

Asia Pr soc sci

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This study proposes the concept of combining Tutorial models and Drill-Practice models on interactive learning media in the form of online-based Computer Assisted Learning (CAI). This model is in line with the learning characteristics of the Database Systems course which emphasizes conceptual understanding at the beginning of learning, and unstructured case exercises at the end of learning. The test results show that the proposed model can motivate students to learn independently so that they can improve their mastery of competencies in the Database System. However, it is necessary to provide adequate guidance on CAI applications to be easy to operate. A more effective and interactive design model is also needed if the CAI application is intended to connect to an online system that provides broader learning resources for students so that students can use CAI interactively as an effective learning media used for independent learning.

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The Differential Effects of Interactive versus Didactic Pedagogy Using Computer-Assisted Instruction

Cited by 9 publications

References 45 publications

Affect in Embodied Pedagogical Agents

Affect in Embodied Pedagogical Agents

The Computer Assisted Instruction Model Based on a Combination of Tutorial Model and Drill and Practice Model in the Instructional Design of Database Systems in Information Technology Colleges

Concept of Integration of Tutorial Models and Drill-Practice Models on Online Computer Assisted Learning

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