Computer assisted instruction

COMPUTER ASSISTED EDUCATION
SELECTED TOPICS IN COMPUTING AND INFORMATION TECHNOLOGY
Naseebah Maqtary
University of Science and
Technology
November, 2018

OUTLINE
 Introduction
 E-learning Systems
 Computer Assisted Instruction
 Intelligent Tutoring Systems
 Game Based Learning

INTRODUCTION
 Pedagogy empowered by digital technology

INTRODUCTION
 Traditional learning: students drive to school, college, or other
physical spaces to learn.
 Distance learning: or distance education (DE) comprises a teacher or
monitor, a time and location, or both, and the factor that students
are separated. Courses are taught in remote locations via
synchronous or asynchronous means of instruction. DE does not
imply not using the classroom.
 Electric learning: is the instruction that is transmitted electronically,
in part or in full - via a web browser over the Internet or intranet, or
through multimedia platforms such as CD ROM or DVD [15].
 Mobile learning: is education via the Internet or network using
personal mobile devices, such as tablets and smartphones to obtain
learning materials through mobile apps, social interactions and
online educational hubs. It is flexible, allowing students access to
education anywhere, anytime. [20]

INTRODUCTION
 Blended learning: (hybrid learning or mixed-mode) adopts a
mixed system of education, which includes not only the
mobilization of the two contexts (face-to-face and online), but
also important issues such as: the centrality of the conjunction of
different teaching approaches, the interaction of different
technological tools and the adoption of virtual spaces in the
teaching and learning process. [18]
 Ubiquitous learning: an amalgam of e-learning and m-learning,
allowing learning to take place independently of time and place.
 Digital learning: is an innovative method that integrates
technology with the process of learning. [19]

INTRODUCTION
 The “e” in eLearning is “electronic.” So eLearning is any form of learning that is delivered using electronic
devices like the computer via channels like the Internet. However, learning can also be delivered via the
Intranet/Extranet networks.
 The “m” in mLearning is “mobile.” So mLearning is any form of knowledge that is given using hand-held
and portable devices.
 And what do they have in common? mLearning is a sub-set of eLearning because both rely on digital
communication to take the teach to the learners. But the similarities end here. [16]

E-LEARNING SYSTEMS
 History [11]
 Electronic learning or E-learning is a general term used to refer to computer-enhanced learning. In many respects,
it is commonly associated with the field of advanced learning technology (ALT), which deals with both the
technologies and associated methodologies in learning using networked and/or multimedia technologies.
 The first general-purpose system for computer-assisted instruction from which e-learning evolved, was the PLATO
System developed at The University of Illinois at Urbana-Champaign.
 The very first complete CAI classroom for K-6 students was set up at the Waterford Elementary School in Utah
using the Wicat system.
 The first public CAI classroom with its own layout and design was implemented with the Wicat System by Baal
Systems (later known as Virtual Systems) in Singapore as a joint operation between Wicat and Baal.

E-LEARNING SYSTEMS
 E-learning may either be synchronous or asynchronous.
 Synchronous learning occurs in real-time, with all participants interacting at the same time.
 Asynchronous learning is self-paced and allows participants to engage in the exchange of ideas or
information without the dependency of other participants′ involvement at the same time. [

E-LEARNING SYSTEMS
 A wide range of terminologies are used:
 Learning Management System (LMS),
 Virtual Learning Environment (VLE),
 Course Management System(CMS),
 Learning Content Management System (LCMS),
 Management Learning Environment (MLE),
 Learning Support System(LSP),
 Learning Platform (LP),
 Online Learning Platforms (OLP). [18]

E-LEARNING SYSTEMS
 Massive Open Online courses (MOOCs)
 MOOCs are a form of Web based distance learning. MOOC as originally conceived had no entry
requirements, no course fees and no limitations on the number of places available. They typically offer
no academic course credits but some provide a course completion certificate for successful completion
of associated assignments
 Examples: Academic Room, Coursera, EDX, Erasmus EU's WiredAcademic, Udacity
 Although there are several definitions for the same concept, they have three points in common:
 Free: anyone can sign up for free;
 Scale: it supports a large number of participants (large scale courses);
 Simplicity: you only need a teacher to coordinate all the information found on the respective network. [18]

E-LEARNING SYSTEMS
eLearning mLearning
Internet: Is the average access to the material. Most mobile devices have lower prices than desktop PCs.
The E-Learning: E-learning usage is generally limited to "learning" conducted
by the Internet or technology based on the Web, without interacting face-to-
face.
Awareness Context - The environment can adopt with real situations to
provide adequate information to learners.
Authorized by digital technology: E-Learning is a teaching authorized by
digital technology.
Interactivity - Learners can interact with peers, teachers, and efficient and
effective experts across different media.
The learner is central. It can set his own pace, its environment and its way of
working.
Immediacy - The information can be retrieved immediately by learners.
The environmental studies can be tailored to specific training needs. Permanence - The information remains unless the students express kidnap.
The whole is supported by a network of experiences that can be shared. Access to information or knowledge anywhere and anytime.
The system uses different teaching techniques: a local virtual classroom,
simulations, various forms of collaboration, discussion groups (communities)
and online learning.
Accessibility - Information is always available whenever learners need to use
it.
All stages of traditional education are met: studies, examinations and
certificates.
Similar size and light weight than desktop PC.
 Features of eLearning and mLearning [15]

COMPUTER ASSISTED INSTRUCTION
 Computer-assisted instruction (CAI), a program of instructional material presented by means of a
computer or computer systems. [1]
 Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is
used to present the instructional material and monitor the learning that takes place. [2]
 Computer-assisted learning (CAL) Any use of computers to aid or support the education or training of
people. CAL can test attainment at any point, provide faster or slower routes through the material for
people of different aptitudes, and can maintain a progress record for the instructor.
Computer-assisted learning is one of several terms used to describe this application of computers. Other
terms include computer-aided (or -assisted) instruction, CAI, computer-based learning, CBL,
and computer-managed instruction, CMI. [3]

CBT Computer Based Training
CBE CBI[5] Computer Based Education Computer Based
Instruction
e-LT[5] e-learning Technology
CAI Computer Assisted Instruction
CAL Computer Assisted Learning
CALL Computer Assisted Language Learning
WBI Web Based Instruction
WBT Web Based Training
CEI Computer Enriched Instruction
 CAI Related Acronyms[4]

 Role of the CAI
 is to optimize the learner’s route through a content field on the basis of his personality, cognitive characteristics, and diagnosed
state of readiness [2]
 Features of CAI
 Personalization Information
 Practice Activities
 Creative Context
 Students interactions types
 Recognition
 Recall
 Reconstructive
 Intuitive Understanding
 Constructive Understanding

 Types of software used in CAI are:
 Tool: enhances the teaching process, usually by focusing on one particular learning task and aiming to improve it
 Tutor: the computer has the information to be learnt and controls the learning environment. [4]
 Drill and Practice
 Tutorial
 Simulation
 Games Software
 Problem Solving
 Discovery

 Advantages of CAI
 CAI is individualized, that is each student is free to work at his own place, totally unaffected by the performance of any other
students.
 Information is presented in a structured form. It proves useful in the study of a subject where there is hierarchy of facts and rules.
 CAI forces active participation on the part of the student, which contrasts with the more passive role in reading a book or
attending a lecture.
 CAI utilizes a reporting system that provides the student with a clear picture of his progress. Thus students can identify the subject
areas in which they have improved and in which they need improvement.
 By enabling students to manipulate concepts directly and explore the results of such manipulation, it reduces the time taken to
comprehend difficult concepts.
 CAI offers a wide range of experiences that are otherwise not available to the student. It works as multimedia providing audio as
well as visual inputs. It enables the student to understand concepts clearly with the use of stimulating techniques such as
animation, blinking, graphical displays etc.
 CAI provides a lot of drilling which can prove useful for low aptitude students.
 CAI can enhance reasoning and decision-making abilities.

 Limitations of CAI
 A CAI package may be regarded simply as a novelty, rather than an integral part of the educational process.
 Though simulation permits execution of chemical and biological experiments, hands-on experience is missing. Moreover, CAI
packages cannot develop manual skills such as handling an apparatus, working with a machine etc.
 There are real costs associated with the development of CAI systems. It is expensive in terms of staff time to devise and
programme effective CAI.
 Content covered by a certain CAI package may become outdated. A very high cost is involved in the development of these
packages. If the course is outdated, the resources involved in its development will be a waste.
 CAI packages may not fulfil expectations of teachers. Objectives and methods decided by the CAI author and of a teacher may
differ
 Motivating and training teachers to make use of computers in education is a challenging task. They may have fear of this new
device. They may be unwilling to spend extra time for preparation, selection and use of CAI packages. It may also be perceived as
a threat to their job.
 There are administrative problems associated with computer installation. The problems particularly related to the physical location
of the computer resources, the cost of hardware maintenance and insurance and time- tabling.
 The rapid development of hardware makes it difficult to select a system before it becomes obsolete. If a new system is installed by
a maximum number of institutions, they may not get courseware required for the system and courseware developed so far may
become useless.

INTELLIGENT TUTORING SYSTEMS
 Intelligent Tutoring Systems (ITSs) are complex computer programs that manage various heterogeneous
types of knowledge, ranging from domain to pedagogical knowledge. [17]
 The resources needed to build an ITS come from multiple research fields, including:
 artificial intelligence,
 cognitive sciences,
 education,
 human-computer interaction and
 software engineering.
 This multidisciplinary foundation makes the process of building an ITS a thoroughly challenging task,
given that authors may have very different views of the targeted system.

 Authoring Tools
 Authoring tools go beyond the simple shell by
providing an additional user interface that allows non-
programmers to formalize and visualize their
knowledge. The goal is to increase both the
accessibility and the affordability of authoring ITSs.
 Categories (Murray’s Review of ITS Authoring Tools):
 pedagogy-oriented: focus on how to sequence and teach
relatively canned content. E.g. REDEEM, CREAM,
Hypermedia (Interbook, MetaLinks), EON, IDE, GTE.
 performance-oriented: focus on providing a rich learning
environment in which students can learn skills by practicing
them and receiving feedback. E.g. RIDES, DIAG, SIMQUEST,
XAIDA, KCD. [17]
 Basic architecture of ITS

 A Framework for ITS Building Tools
 A framework for organizing the necessary building blocks
found in authoring systems for building ITS was proposed
(Woolf 2008). [17]
 Four layers were identified, each including specific classes
of building blocks
 The knowledge representation level includes tools for
easily representing knowledge. At this level, the user
should adopt the right formalism and select the right
language or tool to ease the representation process.
 Level 2 is about the type of domain and student models.
 Level 3 contains tools for implementing teaching
knowledge.
 Level 4 comprises those for communication knowledge.
[18]
Knowledge
Representation
Interface design,
pedagogical agent,
natural language
dialogue
Domain/ Student
Knowledge
Content planning,
delivery planning,
tutoring decision
Teaching
Knowledge
Procedural skills,
students, affect student
misconception
Communication
Knowledge
Semantic net, constraints,
production rules, frames,
bayesian net

GAME-BASED LEARNING (GBL)
 Definition
 Game is defined as organized play including six key structural
elements: rules, goals and objectives, outcomes and feedback,
conflict/competition/challenge/opposition, interaction, and
representation or story. [6]
 Multiple categories of computer games have been identified in
this review, including but not limited to adventure games,
simulation games, board games, puzzle games, business
simulation games, action games, and strategy games. [7]

 Reasons for using computer games in learning purposes [7]
 Computer games can invoke an intensity of engagement in learners.
 There are empirical studies in the literature showing that computer-based instructional games have a wide
spectrum of utility for learning. The learning outcomes measured include attitudes, cognitive strategies, problem
solving, rules, and corporate concepts. Computer games have been applied in diverse environments from school
education to training in military, healthcare, and management.

 There is a variety of genres of games but there is not one standard classification. Industry, developers, and
academics, all use different taxonomies.
 We will categorize seven major genres [12]:
 Action games (also called platform games)—These games are reactionbased; most of the games of the first generation
are action games.
 Adventure games—The player solves a number of tests in order to progress through a virtual world.
 Fighting games—These games involve fighting against computer-controlled characters or those controlled by other
players.
 Role-playing games—Human players assume the characteristics of some person or creature.
 Simulations—The player has to succeed within some simplified recreation of a place or situation to achieve a particular
goal.
 Sports games—These games are based on sports.
 Strategy games—These games that recreate a historical or fictional situation to allow a player to devise an appropriate
strategy to achieve a goal.

 Serious Games (SGs) are ‘games primarily
focused on education rather than
entertainment’. [9]
 Serious games are digital games, simulations,
virtual environments and mixed reality/media
that provide opportunities to engage in activities
through responsive narrative/story, gameplay or
encounters to inform, influence, for well-being,
and/or experience to convey meaning. [10]
 SGs are Video Games (VGs) with a useful
purpose.
 The only difference between a SG and a VG lies in
their intended purpose: usefulness for the former,
entertainment for the latter. [9]

 Evolution of games based on Egenfeldt-Nielsen
[13]
 Egenfeldt-Nielsen (2005) identified different
generations of games based on the connection
between educational computer games and the
progression of learning theories

Areas Contributions
Personal and social development Provide interest and motivation to learn;
Maintain attention and concentration.
Language and literacy Encourage children to explain what is happening;
Use talk to organize, sequence and clarify thinking,
ideas, feelings and events.
Mathematical development Use everyday words to describe position.
Creative development Respond in a variety of ways; Use their imagination
in art and design music, and stories.
Knowledge and
understanding of the world
Use early control software to investigate direction
and control.
Physical development Fine motor control can be developed with the
increased refinement in using a mouse for
navigation and selecting objects.
 Areas of Learning in Which Videogames Can Contribute [12]

 Examples of serious games
 ElectroCity: http://electrocity.co.nz/
 3rd World Farmar: https://3rdworldfarmer.org/
 50 Great Sites for Serious, Educational Games: https://www.onlinecolleges.net/50-great-sites-for-serious-
educational-games/
 Games may not be the most effective tool for all content and in all situations [8]

REFERENCES
 [1] Encyclopedia Britannica.
 [2] Computer Assisted Learning – A Study, Rishu Sharma.
 [3] Dictionary of Computing.
 [4] Computer Assisted Instruction and Learning issues.
 [5] Computer assisted instruction and its application modes, Banwaree Lal Meena.
 [6] Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
 [7] A Qualitative Meta-Analysis of Computer Games as Learning Tools Fengfeng Ke.
 [8] A qualitative meta-analysis of computer games as learning tools, Ke, F. (2009), In R. E. Furdig (Ed.) Handbook of Research on
Effective Electronic Gaming in Education (pp. 1–32), New York: IGI Global.
 [9] Serious games as new educational tools: how effective are they? A meta-analysis of recent studies, C. Girard, J. Ecalle & A.
Magnan.
 [10] Serious games continuum: between games for purpose and experiential environments for purpose, Marsh T. (2011).
Entertainment Computing 2, 61–68.
 [11] http://innovativelearning.com/online_learning/e-learning.html, “e Learning”

REFERENCES
 [12] Digital Games in Education: The Design of Games-Based Learning Environments, Begona Gros.
 [13] Beyond edutaiment , Egenfeldt-Nielsen, S. (2005). Unpublished dissertation, University of Copenhagen. Copenhagen, Denmark.
 [14] Report on the educational use of games, McFarlane, A., Sparrowhawk, A., & Heald, Y. (2002). [Online] http://www.teem.org.uk/
 [15] A Brief Survey and Comparison of m-Learning and e-Learning, RIMALE Zouhair , Ben lahmar El habib , TRAGHA Abderrahim
 [16] https://www.shiftelearning.com/blog/difference-between-elearning-and-mlearning, “Understanding The Difference Between
eLearning and mLearning”.
 [17] Building Intelligent Tutoring Systems: An Overview, Roger Nkambou, Jacqueline Bourdeau and Valéry Psyché.
 [18] E-learning, b-learning, m-learning and the technical and pedagogical aspects on the new platform trends as massive open online
courses, Viviane Gomes.
 [19] https://whatis.ciowhitepapersreview.com/definition/digital-learning/, “What is Digital Learning?”
 [20] https://www.webopedia.com/TERM/M/mobile-learning-m-learning.html, “Mobile Learning”
 [21] https://en.wikipedia.org/wiki/Educational_technology, “Educational Technology”.

FINALLY,
 Thank you for listening.

Computer assisted instruction

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