Effect of adaptive advisement on perception in learner-controlled, computer-based instruction using a rule-learning task

The proposition that learner control of instruction can be facilitated by directly affecting the student's perception of learning need was investigated. Students in one experimental condition were continuously advised during instruction of their learning performance and needs (amount and sequence of content) in relationship to the desired acquisition of rules at a given mastery criterion and were allowed to make instructional decisions. It was hypothesized that this condition would prove more effective on posttest performance than conditions without advisement - either partial learner control or conventional learner control. Results are discussed in reference to an information-processing approach to the design of computer-based instruction.