Formative Evaluation of Computer Courseware: An Experimental Comparison of Two Methods

Abstract

Although considered an integral step in the instructional design process, formative evaluation has not received widespread use in the design of CAI (computer-assisted instruction). One issue is the developer's uncertainty in selecting a method of formative evaluation for a CAI product. The objective of this study was to examine the differential impact of two methods of formative evaluation on the revision of courseware. This study investigated the effects of one-to-one and small group methods of formative evaluation of microcomputer courseware on learner posttest scores after using a CAI program. Subjects were seventy-two female and fourteen male undergraduate students from instructional design classes at a midwestern state university. Subjects were randomly assigned to one of three groups and used either 1) the original CAI program, 2) the CAI program revised using the one-to-one method, or 3) the CAI program revised using the small group method. Results indicated a significant difference in learner posttest scores on the CAI products revised using the two methods of formative evaluation over the original version. There was no significant difference between posttest scores of the CAI products revised based on one-to-one or small group method of formative evaluation.