Kritch, K. M., & Bostow, D. E. (1998).
Degree of constructed- response interaction in computer-based programmed instruction.
Journal of Applied Behavior Analysis,
31, 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 taught. A
second group experienced half as many response requirements, and
a third "passive" group simply tapped any key to
progress. To control for time in contact with presentations,
individuals in a fourth group 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 could not account for the superior performance of students
in the high-density group. Results suggest that inclusion of a
high rate of constructed-response contingencies within
instructional computer programs increases performance.
DESCRIPTORS: programmed instruction, computer-basedinstruction,
interaction, constructed response, contingency