Some Psychological Aspects of Computer‐Assisted Learning and Teaching

Abstract

Three aspects of computer‐assisted learning (CAL) are considered, namely the design of instructional programs, the software tools needed for their realization, and the assimilation of CAL within the classroom. Under this framework, developments in CAL are discussed by noting the expansion from task‐based programs, influenced by Skinnerian principles of learning, to knowledge‐based systems deriving from a cognitive view of psychology. This latter approach emphasizes learner initiatives for developing and organizing their own knowledge structures. Finally, the techniques of knowledge representation arising from artificial intelligence are outlined, and their value for student modelling and for designing more intelligent CAL programs, are discussed. The recommendation is for a greater involvement of psychologists in this work.