CAI코스웨어 유형과 설계전략에 관한 연구 = A Study on Modes and Design of CAI Courseware

다국어 초록 (Multilingual Abstract)

The purposes of this paper are to examine the major CAI codes, differentiating each by functions, features, and basic assumptions and introduce the various design options.
The major classifications of CAI course wares include drill and practice, tutorial, simulation, and instructional games. Each basic design provides a unique method for using the computer to teach, reinforce, practice, or apply information.
In CAI, drill and practice mode is an appropriate application of the computer to aid students in learning many discrimination of paired - associate learning, such as spelling foreign language vocabulary, music note, abbreviations of chemical elements, names of human muscles, etc. Drill and practice designs usually assume that basic information has been taught elsewhere. The purpose of the drill is to provide an opportunity for reinforcing or strengthening correct responses, while indentifying and correcting incorrect responses. Drills are most effective when the nature of the response is brief and can be produced rapidly. Drills should permit the students to produce frequent answers to target questions and should minimize unrelated narrative, procedural complexity, and unnecessary information.
About the basic drill procedure, there is an introductory section followed by a cycle that is repeated many times. Each time the cycle is repeated the following actions generally take place: An item is selected. The item is displayed. The students responds. The program judges the response. The student receives feedback about the response.
Tutorial mode is generally used to present new information to learners particular skills, information, or concepts. In many cases, the instruction is designed to be self-contained, that is, the teaching and learning of all relevant information are accomplished within the lesson. Students are typically questioned during the tutorial to verify comprehension. Tutorials are especially useful for teaching factual information, simple discriminations, rules, and simple applications of rules. They tend to be most useful for verbal learning tasks in which large amounts of information must be presented.
The structure and sequence of a tutorial begins with an introductory section that informs the students of the purpose and nature of the lesson. After that a cycle begins, information is presented and elaborated. A question is asked that the students must answer. The program judges the response to assess student comprehension, and the student is given feedback to improve comprehension and future performance. At the end of each iteration, the program makes a sequencing decision to determine what information should be treated during the next iteration. The cycle continues until the lesson is terminated by either the student or the program.
CAI simulation is an instructional methodology that uses the full power of the computer for instruction. This used when the costs of alternative teaching systems are prohibitively high, when it is impossible to study the concepts of interest in 'real time ' or when the risks are considered sufficiently high to require demonstration of competence in al controlled, relatively risk-free environment. Good simulations provide a scenario or set of events, clear options for students participation, a range of plausible consequences for student responses to the scenarios, and guidance for completion of the scenario. Simulations are divided into four main categories: (1) physical (2) procedural (3) situational (4) process.
In the simulations basic structure, there is an introduction followed by a cycle, which is repeated. For each cycle the following occurs : A scenario is presented. The student is required to reacts. The system changes in response to this action. In general, simulation has three major parts, namely : (1) the introduction (2) the presentations and interactions (3) completion of the simulation.
Instructional games emphasize some form of competition as the basic motivating component. The competition may be self-directed, as in exceeding a previous score. Many of the features of games are similar to those of effective drills and simulations. Students must have clear directions for participation should be well defined, emphasizing frequent and easily generated responses. Instructional games are much like simulations in their basic structure. The only difference is the addition of an optional input by an opponent. Otherwise it has the same cycle nature. It can be divided into three main parts: the introduction, the body of the game, and the conclusion.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. CAI 코스웨어 유형
• 1. 반복 연습형
• 2. 개인 교수형
• 3. 모의실험형
• 4. 교수게임형
• Ⅲ. 각 유형의 설계전략 연구
• 1. 반복 연습형
• 2. 개인 교수형
• 3. 모의 실험형
• 4. 교수게임형
• Ⅳ. 결어
• 참고문헌
• Abstract