Learning to use a word processor with concurrent computer-assisted instruction

In this study the effects of 7embedding regulation questions and regulation hints in a concurrent computer-assisted instruction (CAI) program aimed at learning to use a word processor were examined. This instructional shell WP-DAGOGUE controlled the interaction between the subject and the word processor WordPerfect. The three regulation conditions were characterized by: (1) content help plus regulation questions plus regulation hints; (2) content help plus regulation questions; (3) content help only. Half of the Ss (second graders, lower vocational education) worked individually and the other half worked in pairs during four training sessions. Ss assigned to the first regulation condition scored higher on the performance tests delivered after the training than Ss from the other two conditions. Especially Ss who were not very familiar with the word-processing concepts profited from the additional support of regulation hints. Ss working individually reached better learning results than Ss working in pairs. Thus, for situated learning to use a word-processing program to be effective, more than content help appears to be needed. Especially in the initial phases of learning, regulation questions and regulation hints can help students find their way.

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