The Effect of Sequence Control on Computer Assisted Learning
ARTICLE
Susan H. Gray
Journal of Computer-Based Instruction Volume 14, Number 2, ISSN 0098-597X
Abstract
Reviews study of 80 undergraduate sociology students which compared the effects of two types of sequencing in computer assisted instruction: (1) linear, or fixed, and (2) flip, or branching. Results indicate that students in the flip sequence condition performed better on comprehension measures but not on retention measures. (Author/LRW)
Citation
Gray, S.H. (1987). The Effect of Sequence Control on Computer Assisted Learning. Journal of Computer-Based Instruction, 14(2), 54-56. Retrieved September 28, 2023 from https://www.learntechlib.org/p/170089/.
This record was imported from
ERIC on December 3, 2015. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
The Effect of Prior Knowledge and Navigation Mode on Learning from Animation: A cognitive load perspective
Huifen Lin, Kun Shan University, Taiwan; Yu-Hui Ching, Yu-Chang Hsu & Francis Dwyer, The Pennsylvania State University, United States
EdMedia + Innovate Learning 2006 (June 2006) pp. 540–546
-
Effects of Learner Control and Hypermedia Preference on Cyber-students Performance in a Web-Based Learning Environment
Lih-Ching Chen Wang & William Beasley, Cleveland State University, United States
Journal of Educational Multimedia and Hypermedia Vol. 11, No. 1 (2002) pp. 71–91
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
