Computer-Assisted Instruction as a Supplement to Lectures in an Introductory Psychology Class

Abstract

Educational benefits of computer-assisted instruction (CAI) were investigated. A quasi-experimental design contrasted learning outcomes of students in an introductory psychology class that incorporated CAI exercises to students in a lecture-only introductory psychology class. A number of potential mediating variables, such as instructor, size of class, textbook, and year in school, were controlled. Analysis of students’ final examination scores indicated that students in the lecture-plus-CAI section obtained higher scores than students in the lecture-only section, and these higher scores were due to their better performance on concepts that were taught in both lecture and CAI exercises. These findings offer modest support for the use of CAI as a supplement to lecture in teaching psychology, particularly for domain-specific learning.