Educational Opportunities Associated with Computer-Assisted Instruction and Computer-Generated Speech

摘要

Computer-assisted instruction (CAI) has traditionally used the visual display terminal (VDT) as the medium to convey information to the subject. The two CGS conditions were contrasted with more traditional teaching methods (i.e., human narrative with a script). A total of 160 subjects were presented identical instructions for a cognitive task, using the four different methods described above. Significant differences existed on task restarts and persistence among the conditions. Significant gender differences also occurred in the time taken to make the initial move on the cognitive task. The results suggest that CGS can be a viable alternative to traditional teaching methods, and that CGS has potential to be incorporated as another dimension of CAI.