Alberta Vocational College - Calgary
Computer Assisted Reading Instruction Project
Evaluation Report

Second and Third Generation CAI

With the advent of increased computer power and swift and accessible telecommunications, development of CAI has increasingly adopted multimedia approaches to delivery. Multimedia software incorporates text, graphics, animation, pictures, video, and sound to present information. In the literature these new learning environments are being called "second generation CAI". First generation CAI is defined by the limitations of the medium, primarily forcing learners to engage in simple learning tasks. Second generation CAI increases in complexity of design allowing learners to engage in complex processing, inference making, semantic elaboration and several means of monitoring, retrieval and feedback A third generation of CAI is emerging which offers assistance to students through guided constructive approaches to learning (Goodfellow, 1995).

Research results surrounding this medium are few. Early indications are that learners are better able to acquire vocabulary and improve comprehension, primarily due to the ability of these new programs to assist the learner in making various associations in more realistic and varied contexts (Chun and Plass, 1996a; Chun and Plass, 1996b; Goodfellow, 1995; McBride and Seago, 1996). Also, this new medium is reported to improve student attitude toward subject material and learning in general ( Brett, 1996). Another encouraging feature of multimedia being reported is that various media appear to be successful in encouraging learners to take more responsibility for their own learning (McBride and Seago, 1996).

While we will witness an increase in the use of multimedia in all aspects of education and training, measurement of its effect on learning will be even more complex and controversial than with first generation CAI. As Najjar (1996, p. 129) suggests, people tend to share a common assumption that multimedia information helps people learn, an assumption "based more on personal opinion than on scientifically-based fact." He goes on to say that:
specific situations in which multimedia information may help people to learn include (a) when the media encourage dual coding of information, (b) when the media support one another, and (c) when the media are presented to learners with low prior knowledge or aptitude in the domain being learned.

A growing concern in the measurement of effect of CAI on learning, whether multimedia or first generation programming is the issue of measuring learning differently. As Najjar (1996) points out, if we present information using the new media, should we not test using the same media?

Back / Table of Contents / Next Page