Approaches to knowledge‐transfer systems

The use of computers for knowledge transfer does not result automatically in success: the efficiency of the process depends on the approach to instruction underlying the knowledge‐transfer system in question. In this paper, the authors describe and compare computer technologies used for instruction in Computer‐Aided Instruction (CAI) courses, electronic books, and knowledge‐transfer systems based on heterogeneous information. They also deal with some psychological issues involved in dialogue, with the adaptability of knowledge‐transfer systems, and with psychologically‐based computerized instruction

A comparative study on the use of information technologies in the development of students’ ability to comprehend what they listen to and watch

The purpose of this study is to determine the effects of a computer-aided method called ELVES and video-aided instruction on the development of young students’ ability to comprehend what they listen to and watch. Using the video-aided instructions and computer-aided ELVES method, it also analyses the likelihood of the video-aided instruction method being used with different techniques, and compares the instructional methods involved with levels of student success of three different experimental groups. An analysis of the students’ post-test results shows a considerable difference in favour of the computer-aided ELVES method for achieving the target behaviours.The purpose of this study is to determine the effects of a computer-aided method called ELVES and video-aided instruction on the development of young students’ ability to comprehend what they listen to and watch. Using the video-aided instructions and computer-aided ELVES method, it also analyses the likelihood of the video-aided instruction method being used with different techniques, and compares the instructional methods involved with levels of student success of three different experimental groups. An analysis of the students’ post-test results shows a considerable difference in favour of the computer-aided ELVES method for achieving the target behaviours

Learning style and learning strategies in a multimedia environment

There is a growing realization that it may be expeditious to combine elements from different theories of learning when trying to derive a coherent and usable policy towards computer‐mediated learning. Consideration of the subtle distinction between Computer‐Aided Learning (CAL) and Computer‐Aided Instruction (CAI) conform the basis of a possible classification of computer‐mediated learning, and hence of multimedia tools. This classification enables the development of a continuum upon which to place various strategies for computer‐mediated learning, and hence a means of broadly classifying multimedia learning tools

The Effect of Using Computer Technology Tools to Enhance the Teaching-Learning Process in CAD-CAM-CNC Module in Mechanical Engineering Subject Area

This study presents the evaluation of Computer Assisted Learning (CAL) package included in the teaching and learning methodology of computer aided design- computer aided design - computer numerical control (CAD-CAM-CNC) module. Three groups of students with similar pre-abilities were exposed to three different teaching learning methodologies.The effectiveness of these three methods was determined by questionnaires completed by the students and collected by first author. Their answers were analysed quantitatively and qualitatively. The various categories used in the questionnaire was student’s attitudes towards learning CAD-CAM-CNC subjects, students’ opinions about their lecturers approaches to teaching process, students’ opinions and views about various aspects the CAD-CAM-CNC. The study concludes that the students taught with a combination of CAL package and traditional methods were more effective, efficient and satisfied with their learning experiences. So the proposed hybrid learning method (CAI plus traditional teaching method) is most suited for CAD-CAM-CNC teaching. Computer Technology; Computer-Assisted Instruction (CAI); Computer Assisted Learning (CAL); Computer Aided Design (CAD); Computer Aided Manufacturing (CAM); Computer Numerical Control (CNC)

The Role of Computer-Aided Instruction in Science Courses and the Relevant Misconceptions of Pre-service Teachers

This research aims to investigate the ways in which pre-service physics teachers interact with computers, which, as an indispensable means of today's technology, are of major value in education and training, and to identify any misconceptions said teachers may have about computer-aided instruction. As part of the study, computer-based physics course packages were designed by the researchers and computer-aided assignments were prepared by the pre-service physics teachers. At the end of the study, Physics Achievement Tests were administered to the sample pre-service teachers. The research study group included 50 pre-service physics teachers who were taking classes under the Physics Education Department of Kazım Karabekir Faculty of Education at Atatürk University during the 2015-2016 Fall semester. The research data were analysed using SPSS software packages. The study concluded that the computer-aided science courses were effective, and that pre-service physics teachers had misconceptions about computer-aided instruction. Keywords: computer-aided instruction, science education, pre-service teache

Intelligent tutoring systems research in the training systems division: Space applications

Computer-Aided Instruction (CAI) is a mature technology used to teach students in a wide variety of domains. The introduction of Artificial Intelligence (AI) technology of the field of CAI has prompted research and development efforts in an area known as Intelligent Computer-Aided Instruction (ICAI). In some cases, ICAI has been touted as a revolutionary alternative to traditional CAI. With the advent of powerful, inexpensive school computers, ICAI is emerging as a potential rival to CAI. In contrast to this, one may conceive of Computer-Based Training (CBT) systems as lying along a continuum which runs from CAI to ICAI. Although the key difference between the two is intelligence, there is not commonly accepted definition of what constitutes an intelligent instructional system

CA-Techniken und CIM

Der Arbeitsbericht gibt zunächst einen Überblick über die technisch orientierten rechnergestützten Komponenten im Rahmen des Computer Integrated Manufacturing (CIM), die sogenannten "CAx-Systeme" oder "CA-Systeme": CAD (Computer Aided Design), CAP (Computer Aided Planning), CAM (Computer Aided Manufacturing), CAQ (Computer Aided Quality Assurance), CAI (Computer Aided Instruction). Er geht dann auf Schnittstellen der Teilsysteme untereinander und auf Schnittstellen zu anderen, insbesondere zu betriebswirtschaftlich orientierten Anwendungssystemen ein. Ansätze und Probleme der Integration unterschiedlicher Softwaresysteme sowie die neuen Herausforderungen an die Betriebswirtschaftslehre und an den Betriebswirt beschließen den Beitrag

A Computer-Aided Instruction in Teaching History and Development in Bowling

This exploratory study evaluated the proposed Computer Aided Instruction in Bowling on human-computer interaction. Thirty five learners who were enrolled in Angeles University Foundation participated in the study taking up P.E. 03 bowling as their subject. Results indicated that the students and teachers response had considered the Computer Aided Instruction in the teaching of History and Development of Bowling an important medium that supplements activity in motivating the students to fully participate in the upcoming actual bowling drills and tournament. It was also concluded that computer-aided instruction in teaching the history and development of bowling was effective to the assimilation of important facts of the lesson for it is being comprehensive, simple and easy to understand on the part of the students

The relationship between computer interaction and individual user characteristics

Development of effective human computer interaction is being approached independently by two disciplines -- user interface design and computer aided instruction. The lack of communication between the two fields has left each separately pursuing different paths toward the same goals. This thesis attempts to bridge the gap between these two disciplines. An exploratory study was conducted to analyze whether user choices in a computer aided instruction environment and personality types as defined by the Myers-Briggs type indicator are related strongly enough to provide the basis for future user models. The results demonstrated that no single instructional strategy was preferred, implying the need for more than one user model. The amount of instruction chosen did not increase performance. These conclusions have impact on research efforts to understand how both user and system characteristics influence the use of computer technology. The current research efforts to incorporate artificial intelligence techniques by both user interface designers and computer aided instruction developers has heightened the need for knowledge-based systems incorporating interdisciplinary research efforts