Abstract
This study investigated the effects of two general approaches to the provision of learner control and of two types of incentive on achievement, use of options, time, and attitude using computer-delivered instruction. Posttest scores for the “FullMinus” treatment for learner control, where learners could selectively bypass elements of a full instructional program, were marginally higher than those for the “LeanPlus” treatment, where learners could opt to add elements to a core program (p=.052). The FullMinus treatment resulted in more positive attitudes while requiring no more time. Performance-contingent incentive groups had higher post-test scores than task-contingent groups (p<.05), with no greater investment of learner time and no negative effect on attitude. The findings relate directly to the design of instructional computer programs as well as to the design of future studies on learner control.
Similar content being viewed by others
References
Campanizzi, J. (1978). The effects of locus-of-control and provision of overviews upon response latency and achievement in a computer-assisted instructional sequence.Dissertation Abstracts International, 39(2-A) 830A. (University Microfilms No. 78-12, 325).
Carrier, C. A. (1984). Do learners make good choices?Instructional Innovator, 29(2), 15–17, 48.
Carrier, C. A., Davidson, G., Higson, V., & Williams, M. (1984). Selection of options by field independent and dependent children in a computer-based concept lesson.Journal of Computer-Based Instruction, 11(2), 49–54.
Carrier, C.A., Davidson, G., & Williams, M. (1985). The selection of instructional options in a computer-based coordinate concept lesson.Educational Communication & Technology Journal, 33, 199–212.
Carrier, C. A., Davidson, G. V., Williams, M. D., & Kalweit, C. M. (1986). Instructional options and encouragement effects in a microcomputer-delivered concept lesson.Journal of Educational Research, 79, 222–229.
Carrier, C. A., & Williams, M. D. (1988). A test of one learner control strategy with students of differing levels of task persistence.American Education Research Journal, 25, 285–306.
Glass, G. V., & Hopkins, K. D. (1984).Statistical methods in education and psychology (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Gray, S. H. (1987). The effect of sequence control on computer assisted learning.Journal of Computer-Based Instruction, 14, 54–56.
Kinzie, M. B., & Sullivan, H. J. (1989). Continuing motivation, learner control, and CAI.Educational Technology Research and Development, 37(2), 5–14.
Kinzie, M. B., Sullivan, H. J., & Berdel, R. L. (1988). Learner control and achievement in science computer-assisted instruction.Journal of Educational Psychology, 80, 299–303.
Kinzie-Berdel, M. B. (1988).Motivational and achievement effects of learner control of computer-assisted instruction. Unpublished doctoral dissertation, Arizona State University, Tempe.
Lopez, C. L., & Harper, M. (1989). The relationship between learner control of CAI and locus of control among Hispanic students.Educational Technology Research and Development, 37(4), 19–28.
Merrill, M. D. (1980). Learner control in computer based learning.Computers & Education, 4, 77–95.
Pollock, J. C., & Sullivan, H. J. (1990). Practice mode and learner control in computer-based instruction.Contemporary Educational Psychology, 15, 251–260.
Ross, S. M., Morrison, G. R., & O'Dell, J. K. (1989). Uses and effects of learner control of context and instructional support in computer-based instruction.Educational Technology Research and Development, 37(4), 29–39.
Schloss, P. J., Sindelar, P. T., Cartwright, G. P., & Smith, M. A. (1988, Summer). Learner control over feedback as a variable in computer assisted instruction.Journal of Research on Computing in Education, 310–320.
Stevens, J. (1986).Applied multivariate statistics for the social sciences. Hillsdale, NJ: Lawrence Erlbaum.
Sullivan, H. J., Baker, R. L., & Schutz, R. E. (1967). Effect of intrinsic and extrinsic reinforcement contingencies on learner performance.Journal of Educational Psychology, 58(3), 165–169.
Sullivan, H.J., Schutz, R. E., & Baker, R. L. (1971). Effects of systematic variations in reinforcement contingencies on learner performance.American Educational Research Journal, 8(1), 135–142.
Tennyson, R. D. (1980). Instructional control strategies and content structure as design variables in concept acquisition using computer-based instruction.Journal of Educational Psychology, 72, 525–532.
Tennyson, R. D., & Buttrey, T. (1980). Advisement and management strategies as design variables in computer-assisted instruction.Educational Communication & Technology Journal, 28, 169–176.
Author information
Authors and Affiliations
Additional information
The authors thank Professors Gene Glass, Norman Higgins, and Raymond Kulhavy for their contributions to this research.
Rights and permissions
About this article
Cite this article
Hicken, S., Sullivan, H. & Klein, J. Learner control modes and incentive variations in computer-delivered instruction. ETR&D 40, 15–26 (1992). https://doi.org/10.1007/BF02296896
Issue Date:
DOI: https://doi.org/10.1007/BF02296896