Evaluation of the CAGE Authoring System for Special Education

Abstract

The CAGE authoring system is intended to allow a teacher without programming experience to create exercises on a computer. This study evaluated the CAGE system in a classroom situation using 12‐year‐old children with moderate learning difficulties. After a few days’ training a non‐programmer created a series of graded exercises on the concept of number. In a controlled experiment, after two weeks’ familiarisation with CAGE, eight children attempted the exercises individually in four 30‐minute sessions spread over a three‐week period. Performance on a standard test of conservation improved significantly following the exercises, whereas performance on three other psychometric tests was unaffected. A matched control group showed no improvement on any of the tests. Therefore, the exercises led to a significant transfer of learning. It was concluded that the authoring system was a viable resource for teachers in special education, that the exercises. produced were popular with the children using them and that the exercises could engender significant learning.