LEARNER-CONTROL EFFECTS - A REVIEW OF REVIEWS AND A METAANALYSIS

This article concerns the effects of learner control in computer-assis ted instruction (CAI). After reviewing previous reviews of research on the topic, twenty-four studies of learner control were subjected to m eta-analysis. The results of both the review and meta-analysis are equ ivocal. Several reviews indicate that learner control works less well with younger, less able students. Other reviews indicate that, given o ptimal conditions, learner control can work with any students. The met a-analysis, however, yielded an average effect size that was small and negative suggesting that the average student would be slightly better off without it. Although learner control has theoretical appeal, its effects on learning seem neither powerful nor consistent.