Evaluating the Field Test Revision Process by Comparing Two Versions of a Reasoning Skills CAI Program

Publisher Website
Google Scholar
Abstract
The study evaluated the role of instructional design in the field test and revision process for computer assisted instruction (CAI) in drawing conclusions and critiquing syllogistic arguments. Secondary resource room students were randomly assigned to either the original CAI program or the revised program. Measures included posttest scores, time to completion, and error rates. Scores significantly favored students in the revision group who made fewer errors per lesson, took less time to complete the lessons, and had higher posttest scores on the criterion-referenced test. Instructional design principles that guided the revision process are discussed.