The Effects on Student Learning of Program Control Versus Learner Control in Computer-Based Vocabulary Drills

To explore the computer's strengths for individualized instruction, two control strategies were compared in the design of vocabulary drills. The program control strategy utilized the principles of the Corrective Feedback Paradigm (Siegel & Misselt, 1984) to control the operation of drills. The learner control strategy provided learners with three options to set up and control their own drills. These options included selection of practice items, feedback, and review schedule. The effects investigated were student performance in immediate recall and retention, attitudes toward instruction, and rates of learning.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Chang, Ya-Fung

• Education, Technology of
• Education, Curriculum and Instruction

Identifier

(UMI)AAI8802995

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/69139