Despite considerable evidence in research that computer-based instruction enhances student learning, an argument is presented that most of this research is confounded. Wherever computers are used to deliver instruction (including the teaching of programming languages), any resulting change in student learning or performance may be attributed to the uncontrolled effects of different instructional methods, content and/or novelty. The evidence for this confounding places the independent variables in most of these studies in doubt and diminishes the role of educational computing research in the development of instructional theory but not in instructional development or delivery.
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