The cross-cultural effectiveness of CAI: some cognitive and affective factors (abstract)

摘要

This is a comparative study using a Computer Assisted Instruction (CAI) supplement to a college-level introductory foreign language course. The supplement was used with classes at Potsdam College (SUNY) and at the Far East Advanced School of Theology in Baguio City, Republic of the Philippines. Five areas were explored: (1) Student Background and Characteristics, (2) Cognitive Style, (3) Course Achievement, (4) Time on task, and (5) Student Attitudes.

rn

Cognitive Style was measured using Witkin's model of Field Independence/Field Dependence (FI/FD). The Asian students were more FD than the American Students. Time spent in the computer program correlated positively to FD; most affective scales correlated positively to FI. Students leaving the course with more positive feelings toward CAI were those who (1) used the computer more, (2) had higher GPA's, and (3) had lower levels of stress.

rn

The Asian students spent significantly more time with the computer than the Americans, even though they had far less access to computing equipment. Computer time was related to the student's prior experience and personal interest in the course material. Time in CAI also correlated positively with certain measures of course achievement.

rn

The study includes a detailed review of the state of computing in the geographic region.