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An assumption of computer-aided learning (CAL) is that learners are the best judges of their learning needs. This assumption was examined by comparing learner-control (LC) strategies with program-control (PC) strategies. It was hypothesized that the effectiveness of the control strategies is contingent on both the learning phase (knowledge acquisition vs. knowledge review) and individual differences in prior knowledge. Fifty-five 11th graders worked through a set of 4 CAL modular tasks varying in control strategies (PC or LC) and learning phase (acquisition or review). There was a significant crossover interaction invloving the 2 experimental factors. The positive difference betwen PC and LC (in favor of PC) for knowledge acquisition was reserved for knowledge review. However, this relationship dependend on students' prior knowledge
Lee et al. (Sun,) studied this question.