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FAMILIARITY AND LEARNING TIME ON ACHIEVEMENT IN COMPUTER-ASSISTED LEARNING (1971)
BibTeX
@MISC{Learning71familiarityand,
author = {Computer-assisted Learning and Tech Memo Number and Edrs Price and Barbara L. Leherissey and Harold F. O'neil and Darlene L. Heinrich and Duncan N. Hansen},
title = {FAMILIARITY AND LEARNING TIME ON ACHIEVEMENT IN COMPUTER-ASSISTED LEARNING},
year = {1971}
}
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Abstract
Effects of trait and state anxiety levels (low, medium, high), response mode (reading, constructed response), and program length (short, long) on performance for familiar and technical computer-assisted instruction materials were investigated. High trait anxiety was associated with high levels of state anxiety. Constructed response groups had higher levels of state anxiety than reading groups. However, shortening learning program length did not reduce state anxiety although in some cases it improved performance. Students in the short constructed response version performed better than students in the long constructed response version only on the familiar portion of the posttest. It was suggested that a decreased memory load for this group may have contributed to the finding.
