This study explored the enhancement of comprehension of expository text by three specific types of embedded explication--etymological, causal, and analogical--together with momentum effects from sequencing. Four factors were examined: (1) the experimental effects of presenting the section of the script containing explications of new terms before…

Describes a study of undergraduates studying genetics that compared the effectiveness of a computer simulation used before and after formal instruction. Treatment of the experimental and control groups is explained, and results are reported which support the theory that the effectiveness of the simulation is dependent on the sequence of…

Student attitudes were investigated in an attempt to determine systematic attitudinal differences among various types of instructional control. Ninety-nine undergraduate students from a basic educational media course volunteered for this study. Six interactive video lessons--covering basic technical aspects of 35 millimeter photography--were…

Discussion of control over sequence of instruction in computer-assisted instruction (CAI) focuses on a follow-up study that examined the effects of the breadth and depth of menus and the meaningfulness of menu category names on the learning and attitudes of college students. Posttests are described, and results are analyzed. (16 references) (LRW)

Describes study that investigated the roles of locus of control and learner control over sequencing of content and the ability of undergraduate students to locate and retain information in computer-based instruction. The correlation of grade point average with accuracy of retrieval and retention is also explored. (41 references) (LRW)