ABSTRACT
In recent years there has been increased emphasis on individualized instruction and computer technology to facilitate learning at all levels of education. Anecdotal experience with these innovative instructional methods indicates that they may have important affective benefits for the learner. However, there has been as yet little systematic research in this area. The chapters in this part of the book focus on some affective considerations within computer-based learning environments. The purpose of this chapter is to provide a focus and overview for the remaining chapters in Part III. Thus, computer-based learning environments are discussed, followed by a discussion of trait-state anxiety theory. Finally, an interpretive summary of the role of anxiety in computer-based learning environments is provided.
