An investigation of learner‐control variables in vocabulary learning using traditional instruction and two forms of computer‐based instruction

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Abstract
The study investigated the ability of 60 college developmental reading students to monitor adequacy of vocabulary instruction in traditional workbook‐like tasks, as opposed to two different computer‐based formats: video game and text game exercises. Each format allowed learner‐control over time‐on‐task. Following the study, subjects were required to estimate the effectiveness level and interest level of each format. Analysis compared results of subjects who rated formats as highly and not‐highly effective. Results raised serious questions about the effectiveness of learner‐controlled instructional formats, as subjects were unable to accurately monitor the success or failure of their learning. No relationships were found between subjects’ ratings of effectiveness and their time‐on‐task or their achievement on a multiple choice posttest. Effectiveness of learner control was equal for computer‐based instruction and for traditional tasks.