An Examination of the Research Evidence for Computer-Based Instruction in Military Training
Abstract
Consistent empirical evidence does not exist to support or deny claimed advantages of computer-based instruction (CBI) over other instructional media for (a) reducing training time; (b) reducing life-cycle costs; (c) facilitating students' mastery of the instructional materials; (d) accommodating individual learning differences; and (e) motivating students' learning. The lack of empirical support for these issues is not totally explained by problematic courseware. CBI, especially future generations of this medium (e.g., intelligent computer-based instruction), promises to have a significantly positive impact on students' cognitive processing. CBI also promises to help slow learners. Problematic research procedures were found throughout the CBI literature. Most noticeable among these research problems were (a) confoundings due to the differences in instructional content; (b) making comparisons with inappropriate media; (c) confoundings due to program novelty effects and teacher attitudes; and (d) findings that were not replicated. One recommendation about future CBI research is that researchers should shift focus from examining the inherent superiority of this medium to identifying conditions for using computers in the instructional process. It is also recommended that CBI might be most useful as an instructional tool to supplement the established instructional program.
Document Details
- Document Type
- Technical Report
- Publication Date
- Aug 01, 1986
- Accession Number
- ADA174817
Entities
People
- Theodore M. Shlechter
Organizations
- U.S. Army Research Institute for the Behavioral and Social Sciences