Learning preferences, computer attitudes, and test performance with computer-aided instruction

Background: Learning preference refers to how individuals choose to approac h learning situations. Computer-aided instruction (CAI) permits the adaptat ion of educational content to individual student learning strategies. Methods: To determine if learning preference and computer attitude influenc e the acquisition of knowledge using CAI materials, a prototype CAI program : was developed that incorporated differing learning exercises. Students (n = 180) completed Rezler's Learning Preference Inventory (LPI) and a comput er attitude survey (CAS). The LPI uses three sets of paired scales to chara cterize learning preference and choice of learning situation. The CAS asses ses student attitudes toward computers in general (CAS-G), as well as the e ducational use of computers (CAS-E). After finishing the program students c ompleted a program attitude survey (CAS-P). Immediate comprehension was ass essed by pretests and posttests incorporated into the program. Retention wa s assessed by a repeat of the posttest 4 to 6 weeks after initial program r eview. Results: Scores (mean +/- SEM) on the pretest, posttest, and late posttest were 38.1% +/- 1.35%, 70.9% +/- 1.24%, and 62.5% +/- 1.44%, respectively. T here was no correlation between students' learning preferences or computer attitude and test performance. Conclusions: The data indicate that CAI provides a means of delivering educ ational content that results in an increase in knowledge that is not correl ated with computer attitudes or learning preferences. (C) 2001 Excerpta Med ica, Inc. All rights reserved.