COMPUTER-BASED INSTRUCTION AND THE PRACTICAL ASPECTS OF MEMORY

This article examines the relationship between basic memory research and computer-based instruction (CBI). The results of basic memory research have helped determine the current directions of computer-assisted instruction (CAI) research and development. These directions have included examining the utility of such learning systems for facilitating memory outcomes and developing CBI systems based on cognitive instructional principles. Examples of such systems include the emerging generation of hypermedia and artificial tutoring systems. Inconclusive results, however, have been found regarding CBI's effects on memory phenomena. The CBI literature has thus not established the utility of any memory theory for naturally occurring phenomena. Several plausible reasons for this 'null finding' are discussed.