The effects of advisement, content mapping, and interactive video on learner control and achievement in computer-based instruction

This study took place in the context of efforts to improve the effectiveness of computer-based instruction (CBI) by giving the learner more control over the instructional process. Recent research in learner-controlled CBI has had mixed results: students typically display increased motivation and decreased achievement. Three variables hypothesized to increase the effectiveness of CBI were investigated. These variables were: advisement (feedback given to help students evaluate their readiness for a lesson posttest), content maps (graphic organizers of lesson content), and interactive video (brief lesson-related news clips). One hundred twenty, 7th grade students were randomly assigned to: (a) one of four treatments in a 2 x 2 design (advisement crossed with content mapping); or (b) a treatment which combined interactive video with advisement and content maps; or (c) to a control group. Students in all treatments except the control group were allowed to determine the instructional sequence and the amount of practice obtained before taking the posttest. Subjects engaged in an orientation lesson and three lessons on the U.S. Constitution. Outcomes measured included time spent in each lesson, posttest scores, amount of practice requested and practice question achievement ratings. Qualitative data regarding students use of the program were gathered through observation and interviews with students. The results of data analysis indicated that students receiving advisement requested more practice and answered more practice questions correctly on the first attempt than did students who received no advisement. There were no differences in posttest scores among the two groups. Students using maps scored no higher on posttests than students who did not use maps. Qualitative data suggest that students using maps did not have sufficient instruction or practice in using using content maps as mnemonic devices for a map-related increase in performance to occur. Students using interactive video scored no higher on posttests than students who did not use interactive video, although motivation and interest were apparently enhanced. Qualitative data suggest that the effective exercise of learner-control options in CBI can be enhanced through mechanisms embedded in the program which support the learner's exercise of those options.