This research program compared computer-based and programed textbook-based curricula for training students to troubleshoot digital logic circuits. Students were matched in pairs on two pretests, a verbal aptitude test, and an electronics and mathematics aptitude test, and randomly assigned to the two curricula, which contained identical theoretical material. The two training programs differed principally in that the computer-based curriculum provided simulation of trouble-shooting experience through interaction with the computer, while the programed textbook-based curriculum had to rely solely on written explanations. Two criterion measures were employed, a written multiple-choice test of theoretical knowledge and an actual trouble-shooting session on faulty digital logic circuits. These were applied within a week and repeated 9 weeks after completion of the course. While observation and anecdotal evidence suggested that the computer-based curriculum was more interesting and stimulating, expecially for the brighter students, none of the objective measures showed an advantage for the computer group. (Author/WH)