The document discusses Computer Assisted Instruction (CAI), its origins, types, and challenges, highlighting its development since the 1950s with notable pioneers. It categorizes CAI into various types such as informational, drill and practice, tutorial, educational games, practical work-oriented, and learning affairs management, each serving different educational purposes. Additionally, it addresses hurdles faced in implementing CAI, such as costs and hardware issues, and suggests remedies like government incentives and improved software usability.

1. Prepared by
Usman Gani Al Haque
M.Ed Batch 2015-17
Reg No: 15392025
School of Education
Pondicherry University
e-mail: ganiamu@gmail.com
Computer Assisted Instruction(CAI)
(Origin. types, hurdles and remedies)

2. What is CAI ?

3. CBT : Computer Based Training
CAI : Computer Assisted Instruction
CAL : Computer Assisted Learning
CALL: Computer Assisted Language Learning
WBI : Web Based Instruction
WBT : Web Based Training
CBE : Computer Based Education
CBI : Computer Based Instruction
Synonyms of CAI

4. CAI started in the 1950s and 1960s, mainly in the USA. Pioneers such
as Suppes (Stanford University), Kemeny and Kurtz (BASIC, 1960s
(Kemeny and Kurtz, 1968, 1985)) and Bitzer (PLATO, University of
Illinois (Hart, 1981, 1995)) were among the first to use a computer as
part of the learning process. The early CAI programs were
rudimentary by today's standards, with mainly text-based interfaces.
Bitzer was one of the first to realise the importance of graphics and
sound in the teaching process. The provisions under the NPE-1986,
POA-1992 given more emphasis on computer education.
Origin of CAI

5.  Informational instruction
 Drill and practice programmes
 Tutorial type computer-assisted instruction
 Educational games type
 Simulation type of instruction
 Problem solving type
 Practical work-oriented instruction
 Learning affairs management type
Types of CAI

6. It helps the learner get the desired information he need. Here
the computer can serve the role of an enquiry officer, to
respond to the student’s enquiry with answers it has stored.
It provides minimal interaction between the student and the
computer programme. The sole purpose of this type of CAI
is to provide essential information for the acquirement of
concepts and skills.
Informational instruction

7. Drill and practice programmes simply assist the
students in remembering and utilizing information
that the teacher has already presented, reinforcing
previous learning through repetition. It is most
important in improving knowledge level.
Drill and practice programmes

8. In this type of CAI, the computers are engaged in actual teaching. Here they
can play effectively the role of a tutor by maintaining a perfect interaction
and dialogue with the individual students. The tutorial programmes are
prepared not only to have instruction in topics such as Newton’s laws of
motion, sets and their operations, solar and lunar eclipses but also to
provide sufficient practice, having proper track of the students’ difficulties
and performance and move the students on the path of progress according
to their own pace, abilities and requirements. If the student has been able to
master a concept, the CAI programme provides the next step of instruction,
but if he is not able to achieve mastery, the programme provides the
remedial solution
Tutorial Type Computer-assisted
Instruction

9. In it, the learners are provided with a variety of well-
designed computer games. These games should not be
confused with academic type games. Their purpose is only
to provide intellectual challenge, stimulation of curiosity
and serve as a source of review or reward for some
accomplishment for the learner.
Educational Games Type

10. Requires the students to use high level cognitive abilities in
the process of considering the problem at hand, analyzing
the problem situation and its various solutions, predicting
respective outcomes, determining which specific plan to
attempt and enacting the appropriate actions.
Eg: Sudoku
Problem Solving Type

11. CAI programmes can provide valuable help in supplementing
laboratory and other practical work. A student can learn so many
things about the science experiments before actually performing them
in his practical class by watching and following a computer
programme made for this purpose. Similarly, he can avail the
necessary skills and experiences about practical tasks in other fields
before actually engaging in such practical activities. Thus the children
will have a necessary preparation and background from computers
for their better performances at the school hours.
Practical Work-oriented Instruction

12. In this type of instructional activities, the computer assisted
programmes provide valuable help in managing and
supervising the learning affairs of the students. They can
have a proper check over the learning activities of
individual students by identifying their academic
weaknesses through extensive diagnostic testing and to
prescribe educational programmes to meet their individual
needs.
Learning Affairs Management Type

14. Hurdles and Remedies
Hurdles Remedies
The instruction of CAI in classrooms proves
quite expensive and uneconomical in terms
of educational returns.
The Govt should take initiative, incentive
can be given to students in the form of
laptop, tablet, etc.
E.g.: UP govt has provided laptop to all
students
Computer, as an electronic device, may
invite significant hazards to children. There
is a potential danger for the children either to
damage the machine or be damaged by it.
Instructors have to take care of it and make
the learner smart in handling electronic
devices. Parents, teachers have to take care
of this.
Much of the difficulty is felt on account of
unavailability or usability of the
educational software.
Before buying a software ,one should be
careful about the product’s quality, brand,
popularity, user reviews.

15. Hurdles and Remedies
Hurdles Remedies
Serving of the hardware also possess serial
problem. If for one or the other reason the
machine is failed, the expertise to operate it
again or do repair work is not easily
available. Thus the regular instructional work
on self-study of the students may receive a
major drawback
The instructor has to make the learner skilful
and give proper guidance of using hardware
with all precautions.
The learners are supposed to type from the
keyboard or use light pens against the screen
for putting of their responses. During long
study hours this exercise may prove boring,
mechanical and tiresome.
There should be recreational activities in
between. The software should be made in
such a way that it may prove user friendly
and recreational.
Auto instruction or self study carried out in
the form of CAI is basically a learner
controlled instruction as it may lead to
indiscipline, carelessness, unnecessary
wasting on the part of the students.
There should be some time limit in
educational software and parents and
teachers also have to take care about it.

16. No machine can match the human beings for effective interaction
with the human beings. The emotional touch, sympathy and warmth
as the heart link established in teacher pupil interaction are not
possible in CAI.
These limitations and drawbacks don’t undermine the importance of
computers as an aid to instruction. They are not to replace the teacher
or the traditional teaching learning system but to render a valuable
help to the teacher as well as learners in their pursuit of excellence
with regard to their responsibilities toward teaching and learning.
Conclusion

17. Thank You