Prompting

Two computer assisted instruction programs tested the effects of plain and enhanced screen designs with or without information about those designs and task-type on time and learning. Subjects were 140'fourth grade students in Lincoln, Nebraska who had extensive prior experience with computers. The enhanced versions used headings,- directive cues, running heads, and graphic devices to organize and structure the content. One program required learners to perform a memorization task, while the second involved concept acquisition and concept application. The information provided with one version of the memorization lesson described the purpose of the enhanced features and instructed the students to use those features while studying. Although the plain screen versions were found to be equal to the enhanced versions in learning, descriptions of text enhancements reduced lesson time when one of the enhancements provided the learner with program control options. The text is supplemented by 5 figures, 7 tables, and 25 references. (EW) Reproductions supplied by EDRS are the best that can be made from the original document