ABSTRACT
Since the advent of microcomputers in educational settings during the last decade, three primary instructional uses of computers have emerged: (a) Computer-Assisted Instruction (CAI); (b) Computer-Managed Instruction (CMI); and (c) the teaching/learning of programming languages. Much research related to the effect of CAI on learning has been conducted, and impressive findings have been reported. Such findings include (a) CAI can accommodate individual needs; (b) it often allows for student-determined pace of instruction; (c) it generally forces more interaction between student (computer user) and content (CAI program); and (d) it often results in greater motivation for learning (e.g., Chambers & Sprecher, 1980; Feurzeig, Horwitz, & Nickerson, 1981; Kulik, Bangert, & Williams, 1983; Kulik, Kulik, & Cohen, 1980).
