The effectiveness of a computer-assisted math learning program

被引:27
|
作者
De Witte, K. [1 ,2 ]
Haelermans, C. [2 ,3 ]
Rogge, N. [1 ,4 ]
机构
[1] Katholieke Univ Leuven, Fac Business & Econ, Leuven, Belgium
[2] Maastricht Univ, TIER, Fac Econ & Business, NL-6200 MD Maastricht, Netherlands
[3] Delft Univ Technol, IPSE Studies, Delft, Netherlands
[4] HUBrussel, CEM, Brussels, Belgium
关键词
computer-assisted instruction; effectiveness; mathematics; secondary education; I21; D61; COGNITIVE LOAD THEORY; MATHEMATICS ACHIEVEMENT; TECHNOLOGY; INSTRUCTION; ACCEPTANCE; EDUCATION; PERSPECTIVES; MOTIVATION; OUTCOMES; DESIGN;
D O I
10.1111/jcal.12090
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Computer-assisted instruction (CAI) programs are considered as a way to improve learning outcomes of students. However, little is known on the schools who implement such programs as well as on the effectiveness of similar information and communication technology programs. We provide a literature review that pays special attention to the existing causal evidence of computer-assisted programs on learning outcomes. The paper relies on a rich data set consisting of (i) pupil-level information on the use of a Dutch computer-assisted program and (ii) detailed school-level information on, among others, outcomes on national exams. The results suggest that schools with lower educational attainments use more frequently CAI programs. This suggests that they use CAI programs to catch up on learning outcomes. Moreover, using an instrumental variable design, we argue that given the participation in the CAI program, making more exercises leads to higher test results. Working with a CAI program seems therefore effective.
引用
收藏
页码:314 / 329
页数:16
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