Abdullah AL-Rahbi
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to Instructional & Learning Technology
Technology improves motivation, attitude, and interest when students
use computer applications that adjust problems and tasks to maximize
students' experience of success.
Some evidences:
(Coley et al., 1997) study found that computer-based instruction can
individualize instruction and give instant feedback to students and
even explain the correct answer.
(Underwood & Brown, 1997): Increased motivation of students for
learning with computers is related to ease of error correction, semi-
private environment, increased self-esteem, active control of their
immediate environment, and ability to work at their own pace.
In a review of 500 studies, (Kulik, 1994) found that students develop
more positive attitudes toward computers when they receive help from
them in school and that students usually learn more in classes in
which they receive computer-based instruction.
In an extensive literature review, (Cotton, 1992) found computer-
assisted instruction results in improved student attitudes in a
variety of areas. These areas included improved attitudes towards
themselves as learners, the use of computers in education, and towards
computers in general, course subject matter, quality of instruction,
and school in general. Studies cited by Cotton also indicate that
computer-assisted learning results in higher levels of self-efficacy,
higher school attendance rates, increased time on-task, and increased
prosocial behavior.
Consistent findings regarding improvement in student attitude and self-
concept. Student attitude toward learning and student concept were
both found to be consistently increased in a technology rich
environment in 176 studies conducted between 1990 and 1994 (Sivin-
Kachala & Bialo, 1994).