Feedback, Prompting, and Overt Correction Procedures in Nonbranching Computer Assisted Instructed Programs

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Abstract
No differences in learning or retention were obtained for a computer assisted instruction program (CAI) which incorporated response contingent feedback, prompting, and overt correction procedures when compared to a CAI program which simply typed the correct response following a student response. No differences in learning or retention were obtained for a condition in which an instructional program was administered by a teletypewriter as compared to a condition in which the material was presented by means of programmed texts. Both conditions in which instruction was presented by a CAI communication device took significantly more instructional time than the programmed text condition.

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