Book Description

Factors which have previously provided the basis for decisions as to the use of CRT or teletype terminals in computer-assisted instruction may be decreasing in importance. Specifically, differential cost factors and teleprocessing capability may no longer provide a basis for differentiating between CRTs and teletypes. In the paper, in which findings from several experiments are reviewed, instructional and psychological implications of instructional terminals are discussed. The major terminal characteristics discussed are cost, teleprocessing capability, presentation rate, and display mode. The major instructional and psychological implications discussed are device memory load factors and instructional time and efficiency. Student characteristics of intelligence and anxiety are discussed in relation to instructional terminal characteristics. (Author).