An evaluation of computer‐assisted learning in terms of achievement, attitudes and classroom environment

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Abstract
In contrast to considerable past research which has shown that computer‐assisted learning (CAL) typically is associated with a modest effect size of only 0.4 standard deviations of difference between an experimental and a control group, this evaluation of micro‐PROLOG‐based CAL revealed massive effect sizes of 3.5 for achievement and 1.4 for attitudes. Also this evaluation broke new ground in that it involved the development and use of an instrument which assesses student perceptions of the psychosocial environment of CAL classroom settings. Effect sizes for classroom environment scales ranged from 1.0 to 1.9, with CAL students perceiving their classes as having greater gender equity, investigation, innovation and resource adequacy.