This article reviews four different CAI algorithms in light of an instructional theory based on the work of Robert Gagné. The author concludes that different types of CAI supply different events of instruction to the learner. This implies that different types of CAI are more or less complete as instructional strategies, and that different types of CAI are more or less appropriate depending on the nature of the capability to be learned. Designers should be aware of how the CAI programs will be used and work toward providing the instructional events necessary to be effective.
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