Journal Article10.2190/HC3L-G6YD-BAK9-EQB5
Confounding in Educational Computing Research.
287
TL;DR: This article argued that most of this research is confounded and that any resulting change in student learning or performance may be attributed to the uncontrolled effects of different instructional methods, content and/or novelty.
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Abstract: Despite considerable evidence in research that computer-based instruction enhances student learning, an argument is presented that most of this research is confounded. Wherever computers are used to deliver instruction (including the teaching of programming languages), any resulting change in student learning or performance may be attributed to the uncontrolled effects of different instructional methods, content and/or novelty. The evidence for this confounding places the independent variables in most of these studies in doubt and diminishes the role of educational computing research in the development of instructional theory but not in instructional development or delivery.
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References
Reconsidering Research on Learning from Media
TL;DR: The authors found that there are no learning benefits to be gained from employing any specific medium to deliver instruction and pointed out the problem with current media attribute and symbol system theories and suggested more promising research directions.
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Interaction of media, cognition and learning
Gavriel Salomon
- 01 Jan 1979
TL;DR: Gardner as mentioned in this paper examined educational research and Conceptions of media and re-examined the relationship of symbol systems to cognition and mental skills for learning, and found that "Sesame Street" on television-naïve children.
890
The Computer as Educator: Lessons From Television Research:
Gavriel Salomon,Howard Gardner +1 more
TL;DR: The authors argued that "computer researchers" should do the following: (a) avoid asking whether computers teach better than some putatively comparable medium; (b) utilize holistic as well as standard experimental research paradigms, particularly during the early phases of research; (c) realize that learners bring many assumptions, proclivities, and active learning strategies to any encounter with a new medium or technology; and (d) expect a range of usages and experiences and a variety of outcomes from any encounter between an individual and a computer.