The Model-Based Systematic Development of LOGIS Online Graphing Instructional Simulator

This Developmental Research study described the development of an interactive online graphing instructional application and the impact of the Analysis Design Development Implementation Evaluation (ADDIE) model on the development process. An optimal learning environment was produced by combining Programmed Instruction and Adaptive Instruction principles with a graphing simulator that implemented guided contingent practice. The development process entailed the creation and validation of three instruments measuring knowledge, skills, and attitudes, which were components of the instruction. The research questions were focused on the influence of the ADDIE model on the development process and the value of the LOGIS instructional application. The model had a significant effect on the development process and the effects were categorized by: Organization, Time, and Perspective. In terms of Organization, the model forced a high level of planning to occur and dictated the task sequence thereby reducing frustration. The model facilitated the definition of terminal states and made it easier to transition from completed tasks to new tasks. The model also forced the simultaneous consideration of global and local views of the development process. The model had a significant effect on Time and Perspective. With respect to Time, using the model resulted in increased development time. Perspectives were influenced because previously held assumptions about instructional design were exposed for critique. Also, the model facilitated post project reflection and problem diagnosis. LOGIS was more valuable in terms of the knowledge assessment than the skills and attitudes assessments. There was a statistically and educationally significant increase from the pretest to posttest on the knowledge assessment, but the overall posttest performance was below average. Overall performance on the skills assessment was also below average. Participants reported positive dispositions toward LOGIS and toward graphing, but no significant difference was found between the pre-instruction survey and the post-instruction survey. The value of LOGIS must be considered within the context that this study was the first iteration in the refinement of the LOGIS instructional application

A comparison of students studying-behavior produced by daily, weekly, and three-week testing schedules

Time spent in contact with academic course materials as a function of two testing schedules was measured using college undergraduates in an introductory educational psychology course. A within-subject (ABAB) design was employed with all subjects to allow for both individual and group analyses. A study room equipped with an adjacent observation room enabled visual and auditory monitoring of student study behavior. Academic materials were exclusively available to students in the study room and records of durations and distribution of student study time were made by an observer behind a one-way mirror. Daily testing produced consistent duration of study behavior with regular attendance at the study room; weekly and three-week testing produced sporadic bursts of study behavior and frequent instances of non-attendance. The amount of study behavior occurring in weekly and three-week testing conditions increased as the test time drew near (scalloping). Results suggest that daily testing supports more consistent study patterns than do the two larger intertest intervals investigated