Book Description

Three experiments were run using the SCHOLAR CAI system to teach geography to high-school students. The experiments compared a method of teaching derived from analysis of human tutors (Tutorial Mode) vs. a method derived from programmed instruction (Block-Test Mode). In the three experiments, Block-Test Mode was systematically converged toward Tutorial Mode in order to pinpoint what aspects of teaching strategy affected student's learning. Tutorial Mode was significantly more effective in the first two experiments, and nonsignificantly in the third. (Modified author abstract).