Microcomputer Courseware: Characteristics and Design Trends

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Abstract
One hundred sixty-three microcomputer courseware programs were evaluated by the Educational Products Information Exchange (EPIE) Institute to identify both strengths and weaknesses in instructional and technical design. Included were programs in the arts, business education, computer languages, computer literacy, early childhood, language arts, logic/problems solving, mathematics, reading, science and social studies. Courseware types included drill and practice, educational game, tutorial and simulation. Findings indicate weaknesses in several areas. There was an overwhelming lack of field testing evidence in the course of program development. Many programs had no support materials, unclear or developmentally inappropriate learner objectives, and few instructional suggestions or information to aid in curricular integration. Most programs failed to use an approach which lent itself to an effective delivery. There was little evaluation of student learning and few programs included a management system. Strengths were evident in several areas. Most programs were accurate in that there were few errors of fact, spelling, or grammar. Little controversial content and few instances of stereotyping were noted. Generally, there were good warranties. Graphics were used most effectively in early childhood, logic/problem solving, and mathematics courseware. Trends within specific areas were examined and recommendations made to improve the quality of courseware.

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