Learner-Control Effects: A Review of Reviews and a Meta-Analysis

The results of both the review and meta-analysis are equivocal, with several reviews indicating that learner control works less well with younger, less able students and suggesting that the average student would be slightly better off without it.

Abstract

This article concerns the effects of learner control in computer-assisted instruction (CAI). After reviewing previous reviews of research on the topic, twenty-four studies of learner control were subjected to meta-analysis. The results of both the review and meta-analysis are equivocal. Several reviews indicate that learner control works less well with younger, less able students. Other reviews indicate that, given optimal conditions, learner control can work with any students. The meta-analysis, however, yielded an average effect size that was small and negative suggesting that the average student would be slightly better off without it. Although learner control has theoretical appeal, its effects on learning seem neither powerful nor consistent.