Computer Assisted Instruction Paper

Chiu et al. (2009) conducted a study on the effectiveness of interactive computer assisted instruction(ICAI). They compared ICAI to videotaped instruction for teaching nurses to assess neurological function of stroke patients. The purpose of this study was to examine the effectiveness of two programs that teach nurses the use of the Chinese version of the National Institute of Health Stroke Scale (C-NIHSS), and to evaluate the level of learner satisfaction with these teaching programs. An experimental research design with two groups, one pre-test and two post-tests was utilized for the study. Participating nurses were stratified based on their clinical level of experience and prior training on the National Institute of Health Stroke Scale (NIHSS).
The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to maths or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that maths CAI was effective in promoting addition but not subtraction number combination skill. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provided the basis for additional work with larger
The purpose of this study was to determine the effect of computer-assisted instruction (CAI), live demonstration (LD) and independent textbook instruction on acquisition and retention of knowledge and skills related to musculoskeletal special tests. The findings of the research were that there was no significant difference existed between acquisition and retention scores, supporting retention of acquired knowledge. Kruskal-Wallis 1-Way ANOVA by Ranks, followed by Dunn's test, revealed significant differences in learning only when the CAI and LD groups were each compared to the control group. They also found that CAI was as effective as live demonstration and more effective than textbook instruction particularly in facilitating psychomotor skill acquisition and retention. CAI was an effective and efficient mode of instructional delivery for use in physical therapist education that can be delivered anytime,