Summary

The efficient use of computer in education in terms of its effect on students’ motivation, attitude, confidence, and achievement has been the focus of various studies. Using the computer to enhance students' achievement is a debatable and controversial issue. The statistical significant differences in achievement due to the method of teaching by the computer vary. In reviewing the literature on CAI, most research occurred in the 1980s and even recent meta-analyses have included studies from the 1980s. The bulk of elementary students in the examined studies used mainframe-terminal configurations, rather than microcomputers. Much of the computing was text-based and non-graphical (Jenks and Springer 2002). For the most part, the computer programs reviewed in previous meta-analyses were developed before 1990 and tended to emphasize drill and practice (Coley et al. 1997). Media comparison research has passed through developmental stages. Many of the 80s studies suffered from problems of internal and external validity because of specification and design error. In the 1990s, a shift was observed toward improvement in the internal design of computer delivery in experimental comparison

studies, which is attributed to better-controlled laboratory research (Joy and Garcia 2000). Uncontrolled variables, such as the variance between the control group and the experimental group including prior knowledge, learning styles, ability, instructor effects, method of instruction, and learner familiarity with technology, may produce inconclusive results (Joy and Garcia 2000 and Underwood 1990). The duration of treatment and group sizes are critical variables in many of the studies examined in the meta-analyses of CAI and students’ achievement (e.g. the design flaw of too short treatment periods could reduce the effects of CAI, CAI could be more effective if used in individual or small group settings) (Liao 2004). The design and development of the CAI is a factor impacting the results of many studies exploring the CAI effectiveness (Chen 2005). The inappropriate use of CAI caused the different views regarding the CAI’s benefits and reliability in the teaching and learning process. Research indicates that how CAI is used affects its effectiveness (Kulik et al. 1983, Kulik et al. 1985 and 1986, and Lowe 2001). Kulik (2003) identifies important factors that have influenced the change between studies done prior to 1990 and to those conducted subsequent to 1990. Findings of effectiveness of instructional technology for student learning show dramatic changes in computer to student ratio, access to the internet in schools, multimedia computers to students, ratio of students to internet connected computers, teachers are better prepared than they were in the 1980s to integrate technology with classroom instruction.

Most of the above meta-analyses and reviews of past meta-analyses indicate that CAI is generally effective in education environments for a broad range of student ages, though it does not have positive effects in every area in which they were studied. Using CAI increases learning pace compared to the traditional method. Students usually learn more in less time when they receive computer-based instruction. Students improve their acquisition of practical skills, which are considered necessary for science subjects. Students like their classes more and develop more positive attitudes toward computers when their classes include computer-based instruction. However, it should be mentioned that meta-analysis is designed to provide general statements that summarize the findings of a number of studies on a particular topic. This type of study is a useful technique to explain observed patterns in the data and seems to produce results that are useful, but need some sort of firmer empirical

support to confirm their accuracy. That is, the results of meta-analysis study need to be confirmed via studies that employ more rigorous experimental designs (Kulik 1994).

Although knowledge regarding the issue of individualizing instruction using computer is incomplete (Song 2002), developing individualized learning using CAI is a promising field. Research on the interaction between learners and computer is in demand. Effort needs to be made to address learning theory and the needs of the students (Hood 1994) and in applying this knowledge in developing instructional interactive hypermedia. It is argued that to omit learning style consideration in any system that claims to be an integrated learning system is a serious defect that will greatly limit the effectiveness of such a system (Riding 1998). Hence, considering students’ characteristics such as cognitive style, learning style, developmental stage, thinking style, and ZPD in the creation of computer-based environments is of high importance. CAI may not be the learning medium of choice for all students, however if CAI is designed and developed according to student’s characteristics then students may learn more effectively.

Only two studies were identified that considered the mental self-government theory in the use of computers for learning (Nachmias and Shany 2002, and Lin et al. 2001). The first study investigated how thinking styles effected students’ performance in a virtual course, while the second study explored how thinking styles and feedback format interactively effected student learning in web-based peer assessment. Neither study explored the way that thinking styles can be used in the design of learner models for the purpose of individualizing instruction. No known study has been conducted to explore using computer in teaching according to learners' thinking styles based on the mental self-government theory, and the effect of this on achievement.

A final word to say is that CAI appears to be at least as effective as conventional instruction. Thus, using CAI as a complete replacement for conventional teaching may seriously weaken its effectiveness. Computer-based education should be used to enhance and supplement rather than replace conventional teaching methods (Emerson and Mosteller 1998 and Lowe 2001).