Instructional Design for Computer-Mediated Text Systems

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Abstract
This study investigated the effects of manipulating design features of a computer-mediated text system on the reading performance of 52 third-grade students. Subjects were blocked on the basis of reading ability and assigned randomly to one of three treatment groups (computer-controlled instruction with extrinsic motivation, student-controlled learning with extrinsic motivation, and student-controlled learning with intrinsic motivation) and to social learning environment condition (individual or collaborative). Results showed computer-controlled instruction was related to greater vocabulary knowledge and extrinsic motivation was related to better vocabulary and comprehension performance. Social learning environment had no impact on reading performance or efficiency. Implications of the findings are discussed with respect to the design of computer-based learning environments.