The differential effect of learner control and feedback in college students' performance on CAI modules

Previous research has revealed various advisement strategies and computer control options in computer assisted instruction (CAI) modules. While these studies suggest that learner performance has rarely been optimized under learner control, those conditions under which the learner may demonstrate effective learner control warrant further study. This study was conducted to examine college level modules with feedback on current student performance. An analysis of the 2 (learner control, program control) X 2 (feedback, no feedback) X 2 (trained, untrained test questions) completely randomized fac-torial design indicated student Performance was superior in modules which contained feedback on students ’ cumulative performance. The value of microcomputers as instructional aids has been demonstrated in diverse educational settings [ 1-31. The use of computer assisted instruction in higher education as an aid to instruction and as a topic of research is of current interest. As an instructional delivery system, the microcomputer offers a variety of design features that may advance student learning above presently expected levels; these include a variety of presentation formats and feedback statements, levels of student interaction, and options for learner or program control. While these and other instructional options represent powerful and important instruc-tional design features, they have been slow to be validated [4-61. Locus of control is a feature that, while studied extensively as a psychological construct, has only recently emerged as a distinct instructional construct. Locu