Teachers observed better class order, longer student concentration and smoother teaching flow with CAMI¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? After the first week, the teachers observed that class order was significantly better for the experimental group and that students' concentration times were longer. → Lou 2011

Evidence¶

Lou 2011¶

Lou, S.-J., Guo, Y.-C., Zhu, Y.-Z., Shih, R.-C., & Dzan, W.-Y. (2011). Applying computer-assisted musical instruction to music appreciation course: An example with Chinese musical instruments. The Turkish Online Journal of Educational Technology, 10(1). https://eric.ed.gov/?id=EJ926553

q1 · i? · causal · r2

Teacher introspection reported after the five-week experiment: the software's complete materials and timely picture switching avoided media-switching trouble, made teaching flow smoother and saved time. This is the authors' own observational account, not a tested measure.

"after the first week of teaching, comparing the control group and experimental group yielded significant differences. Class order was significantly better for the experimental group than for the control class, and teachers found it easier to control the tempo of the experimental class."

Discussion¶

Related Claims¶

• Students report high satisfaction with CAMI, finding it more interesting and easier to understand than traditional instruction — related
• CAMI produces significantly higher learning achievement than traditional narrative teaching in a Chinese musical instruments appreciation course — related