Previous research has revealed various advisement strategies and computer control options in computer assisted instruction (CAI) modules. While these studies suggest that learner performance has rarely been optimized under learner control, those conditions under which the learner may demonstrate effective learner control warrant further study. This study was conducted to examine college level modules with feedback on current student performance. An analysis of the 2 (learner control, program control) X 2 (feedback, no feedback) X 2 (trained, untrained test questions) completely randomized factorial design indicated student performance was superior in modules which contained feedback on students' cumulative performance.
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Schloss et al. (1988) studied this question.
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