Topic: Computer-Assisted Instructions.

1. Welcome to Computer-aided Instructions
Prepared by Justin Grageda
What is CAI?
Computer-Aided Instruction (CAI) is a method of teaching that employs computer
technology to deliver instructional materials and monitor student learning. According to
Ahlgrim-Delzell et al. (2020), CAI is a "systematic instructional process that employs
computer-based technology to present educational content, assess student learning, and
provide feedback to students and instructors" (p. 43). CAI typically includes interactive
multimedia materials such as text, graphics, audio, and video, as well as quizzes,
simulations, and other interactive activities.
CAI has been used in various educational contexts, from primary schools to universities
and professional training programs. Its benefits include increased engagement and
motivation among students, individualized and self-paced learning, and improved
performance and retention of knowledge (Chen & Chen, 2017). However, CAI also
presents some challenges, such as the need for appropriate hardware and software,
training for teachers and students, and ensuring equitable access to technology and
resources (Ahlgrim-Delzell et al., 2020).
In summary, Computer-Aided Instruction (CAI) is a systematic instructional process
that uses computer-based technology to present educational content, assess student
learning, and provide feedback to both students and instructors. It offers various benefits
but also presents some challenges that need to be addressed.

2. What is the purpose of computer
assisted learning?
The purpose of computer-assisted learning (CAL) is to enhance the learning process
through the use of technology. CAL is a form of e-learning that allows students to engage
with course material using interactive computer programs and multimedia resources. The
aim of CAL is to improve student engagement, motivation, and achievement, while also
providing instructors with tools for tracking and evaluating student progress.
According to a study by Hsieh and Wang (2017), the use of CAL has been shown
to improve student performance and satisfaction in a variety of academic settings.
Additionally, a review by Sitzmann et al. (2016) found that CAL can be particularly
effective for teaching skills that require practice and feedback, such as math or language
learning.
COMPUTER
ASSISTED
LEARNING
Enhance
learning
process
Immediate
feedback
Evaluating
student
progress
Improve
student
engagement

3. How important is aided instruction in
teaching and learning in relation to
teaching science in high school?
According to my Senior High Science teacher, computer-aided teaching is helpful in
science-related subjects because it will help the students to visualize the scientific
concepts. Additionally, it will help the teachers to incorporate activities with the help of
applications through mobile phones or computers. This will also provide a conducive
learning environment.
Based on my experience, computer-assisted instruction is important for teaching
science in high school because it improves teaching and learning for us, especially during
the pandemic. Even now that I am in college, I can still appreciate the benefits of
computer-assisted learning. As a result, virtual simulations, animations, and multimedia
tools enable interactive and engaging learning experiences. Aided instruction also assists
teachers in tracking and assessing student progress via technology tools such as learning
management systems and online quizzes via online learning modality. To summarize, it
creates more effective and engaging learning experiences for students, allowing them to
better understand complex scientific concepts and theories.

4. What are the computer aided
instructions that we can use in teaching
science in high school?
Computer-aided instructions (CAI) can be a useful tool in teaching science to high school
students. Some CAI that can be used for this purpose include simulations, interactive
multimedia presentations, and virtual labs. Here are the explanation of each of these tools
that was emphasized in some researchers in google scholar related to Computer assisted
instructions.
1. Simulations: Simulations are computer programs that allow students to explore
scientific phenomena in a virtual environment. Simulations can be used to teach
a wide range of scientific concepts, from physics and chemistry to biology and
earth science. For example, a simulation can be used to help students
understand how atoms and molecules interact, how the laws of motion work, or
how natural selection leads to evolution.
2. Interactive multimedia presentations: Interactive multimedia presentations are
computer-based presentations that combine text, images, animations, and videos
to engage students in learning. These presentations can be used to explain
scientific concepts, demonstrate scientific processes, and illustrate scientific
phenomena. Interactive multimedia presentations can be accessed online or
through software applications.
3. Virtual labs: Virtual labs are computer-based simulations of real laboratory
experiments. They allow students to perform scientific experiments in a virtual
environment, without the need for physical equipment or chemicals. Virtual labs
can be used to teach a wide range of scientific concepts, from microbiology and
genetics to physics and chemistry.
4. Online databases and resources: Online databases and resources, such as
scientific journals, databases of scientific literature, and online encyclopedias,
can be used to teach students how to research and analyze scientific
information. These resources can also be used to introduce students to current
research and scientific discoveries.
5. Educational software: Educational software can be used to teach specific
scientific concepts, such as genetics or geology. This software may include
simulations, interactive exercises, and games.

5. References.
Chen, Y. L., & Chen, H. C. (2017). The effects of computer‐assisted instruction on the learning
of children with developmental disabilities: A meta‐analysis. Journal of Research in Special
Educational Needs, 17(1), 36-49. Doi: 10.1111/1471-3802.12318
Hsieh, C.-J., & Wang, T.-I. (2017). The effect of computer-assisted learning on students’
academic performance: Evidence from a randomized experiment. Educational Technology &
Society, 20(2), 197–206.
Ahlgrim-Delzell, L., Browder, D., Spooner, F., & Algozzine, B. (2020). Technology and teaching
exceptional learners. Routledge.
Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2016). The comparative effectiveness of
web-based and classroom instruction: A meta-analysis. Personnel Psychology, 69(1), 89–122.
https://doi.org/10.1111/peps.12158
Google Scholar. (n.d.).
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=What+are+the+computer
+aided+instructions+that+we+can+use+in+teaching+science+in+high+school%3F&btn
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