Km. Kritch et De. Bostow, DEGREE OF CONSTRUCTED-RESPONSE INTERACTION IN COMPUTER-BASED PROGRAMMED-INSTRUCTION, Journal of applied behavior analysis, 31(3), 1998, pp. 387-398
This investigation evaluated the importance of frequent responding in
computer-based programmed instruction. Instructional computer programs
that taught the use of an authoring language were administered to 155
undergraduate college students. One group experienced frequent (dense
) situations requiring them to supply key components of the subject ta
ught. A second group experienced half as many response requirements, a
nd a third ''passive'' group simply tapped any key to progress. To con
trol for time in contact with presentations, individuals in a fourth g
roup were yoked to the members of the high-density requirement group.
Statistically significant differences on both posttest and application
performances indicated that students who experienced the high density
of overt response contingencies scored the best and the passive group
score the worst. The yoked control revealed that time on task alone c
ould not account for the superior performance of students in the high-
density group. Results suggest that inclusion of a high rate of constr
ucted-response contingencies within instructional computer programs in
creases performance.