Interface, Instructional Approach, and Domain Learning with a Mathematics Problem-Solving Environment

摘要

We conceptualize Computer-Based Instruction (CBI) as involving both a primarytask, learning to use a particular domain, and a secondary task, learning to use instructional approach embodied in a computer system and to manipulate its interface. We argue that the complexity and compatibility of the instructional approach and the interface separately and interactively influence the ease with which students are able to learn the subject matter. Examples from previous research show how looking at CBI in this way provides a framework for better understanding the results of some previous studies of CBI and CBI-related interface design. We also describe an experimental methodology for dissociating and measuring the separate relative effect on learning of using a CBI system for mathematics word problems. Finally, we report on an experiment with low-ability, remedial subjects that used this methodology to examine pretest-posttest differences due to each component. (AN).