Abstract
In this study, college undergraduate students were presented identical material on the domain of intelligent tutoring systems. The author designed his research to isolate the key variables, disallow for the effect of some of those variables, and determine in a precise way what effects are produced by a multimedia delivery system, repetition of instructional and testing material, and an intelligent tutoring system delivery system. The first phase of this study, comparing test scores of students who were presented material in two delivery systems: 1) hard-copy (printed material), and 2) a computer-based multimedia program, indicated no statistically significant difference in scores. A second part of that phase, comparing test scores and re-test scores of students studying the computer-based multimedia program, indicated no statistically significant difference in scores. The second phase of this study, comparing scores of the two initial delivery systems and scores on a multimedia modified intelligent tutoring system, resulted in a statistically significant difference in scores.
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