CAI-Structured: a computer assisted instruction program designed with spaced practice and spaced review¶

Element · All elements
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

CAI-Structured is the dissertation's experimental treatment: a computer assisted instruction program "designed with the spacing effects of spaced practice and spaced review". It was built so the learner could stop and resume practice sessions without returning to the beginning of a tutorial, and could review previously learned items based on the time elapsed since the learner last responded to that item. It was compared against an unstructured CAI program on recall and retention.

Design Implications¶

Context¶

Requirements¶

• The program must allow learners to stop and resume practice sessions without going back to the beginning of a tutorial, and to review items previously learned based on elapsed time since the learner last responded to that item.

Constraints¶

Target Learners¶

• college and university students

Target Learning Goals¶

• recall and retention of instructional content

Claims¶

• Learners using structured CAI maintained their level of memory from recall to retention, while unstructured CAI learners did not [+W]
• Structured CAI with spaced practice and spaced review produced better recall and retention than unstructured CAI [+W]

Related Elements¶

Examples¶

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Key Sources¶

• Caple, Carlous. (1996). The Effects of Spaced Practice and Spaced Review on Recall and Retention Using Computer Assisted Instruction. Doctoral Dissertation, North Carolina State University. https://eric.ed.gov/?id=ED427772