Similar principles underlie computer assisted instruction (CAT) and special education, yet CAI studies have generally ignored children requiring special education. In a repeated measures design, six, nine to eleven‐year‐old special education students received periods of tutorial instruction for six weeks. During three randomly ordered two week blocks, tutorials were presented by (a) a teacher, (b) a computer, and (c) a combination of teacher and computer. Attention to the task was uniformly high in all three conditions. Similar gains in performance followed instruction by the teacher and by the teacher and computer combined, and both methods were superior (p<0·05) to computer instruction alone.
No takes yet. Share an insight, caveat, or question.
Berthold et al. (1974) studied this question.
Synapse has enriched 2 closely related papers on similar clinical questions. Consider them for comparative context: