ISOLATING THE EFFECTS OF ACTIVE RESPONDING IN COMPUTER‐BASED INSTRUCTION

Abstract

This experiment evaluated the effects of requiring overt answer construction in computer‐based programmed instruction using an alternating treatments design. Four college students worked through an instructional program that alternated between presenting frames with blanks requiring overt responses and complete frames without blanks. All students produced a higher percentage of correct posttest answers corresponding to program segments that required overt answer construction.