While interaction has consistently been described as an important instructional variable, there is little research to support how it is specifically used by various learners within a computer-based lesson. Based on this lack of research, this exploratory study attempts to quantify some of the interactions that take place between learners and a computer-based instructional lesson teaching basic memory skills. Statistically significant results from this study indicate that subjects aged thirty to thirty-nine had a tendency to repeat computer screens in some instructional modules while students with lower undergraduate grade point averages tended to skip some computer screens altogether.
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