Interactive Effects of Mixed-Chunk Elaboration Feedback in Facilitating Student Achievement

Barry O. Williams; Francis M. Dwyer

International Journal of Instructional Media Vol. 23, No. 3 (1996) pp. 245–55

A study of 105 vocational school students assigned to different treatment levels (1, 3, and 5 segment chunks) found: (1) little difference among experimental treatments, (2) better performance for students above the 11th-grade reading level, and (3) ...

Open Testing with a Large Databank of Multiple Choice Questions

J H. Sims Williams; M D. J. Barry

Teaching Mathematics and Its Applications: An International Journal of the IMA Vol. 18, No. 4 (1999) pp. 159–61

The potentially huge number of questions in a national database offers the opportunity for open testing where each student has his own test and can take the test in his own time, saving on supervision and PCs. (Author/ASK)

Do Children with Autism Learn To Read More Readily by Computer Assisted Instruction or Traditional Book Methods?: A Pilot Study

Christine Williams; Barry Wright; Gillian Callaghan; Brian Coughlan

Autism: The International Journal of Research and Practice Vol. 6, No. 1 (2002) pp. 71–91

Comparison of basic reading instruction by either computer assisted instruction or traditional book methods with eight children (ages 3-5) with autism found all children spent more time on task in the computer condition and that five of the eight...

Promoting vicarious learning of physics using deep questions with explanations

Scotty D. Craig; Barry Gholson; Joshua K. Brittingham; Joah L. Williams; Keith T. Shubeck

Computers & Education Vol. 58, No. 4 (May 2012) pp. 1042–1048

Two experiments explored the role of vicarious “self” explanations in facilitating student learning gains during computer-presented instruction. In Exp. 1, college students with low or high knowledge on Newton's laws were tested in four conditions: (...

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