Instructional Design for Computer-Mediated Text Systems

Results showed computer-controlled instruction wasrelated to greater vocabulary knowledge and extrinsic motivation was related to better vocabulary and comprehension performance, and implications are discussed with respect to the design of computer-based learning environments.

Abstract

This study investigated the effects of manipulating design features of a computer-mediated text system on the reading performance of 52 third-grade students. Subjects were blocked on the basis of reading ability and assigned randomly to one of three treatment, groups (computer-controlled instruction with extrinsic motivation, student-controlled learning with extrinsic motivation, and student-controlled learning with intrinsic motivation) and to social learning environment condition (individual or collaborative). Results showed computer-controlled instruction was related to greater vocabulary knowledge and extrinsic motivation was related to better vocabulary and comprehension performance. Social learning environment had no impact on reading performance or efficiency. Implications of the findings are discussed with respect to the design of computer-based learning environments. © 1988 Taylor & Francis Ltd.