Processing attention and question density in computer-based instruction.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
William A. Kealy, Visiting Professor (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The effect of density of embedded post-questions on learning from computer-based instruction (CBI) was studied among 90 sixth-graders randomly assigned to three versions of a CBI programme — high density, low density, and no embedded questions. Children made significant achievement gains across each increase in question density, consistent across the continuum of reading ability represented in the study. High question density facilitates student learning from embedded post-questions in CBI and does not appear to seriously diffuse processing attention.

Additional Information

Publication
Kealy, W. A., & Sullivan, H. S. (1991). Processing attention and question density in computer-based instruction. British Journal of Educational Psychology, 61, 230-232.
Language: English
Date: 1991
Keywords
Cognition, Mental processing, Computer based learning, Computer instruction