Computer Assisted Instruction

1. COMPUTER-ASSISTED
INSTRUCTION (CAI)
Submitted by,
Sankeerthana Shunmugam
Serah Jacob
Sonia Sherly Kurian
Sreelekshmi M J
Sreelekshmi M S
Suni George
Thobiya Elizabeth Thomas

2. COMPUTER-ASSISTED INSTRUCTION (CAI)
• Computer has contributed a lot in each and every sector of life.
• CAI has emerged as an effective and efficient medium of instruction in the
advanced countries of the world.
• Computer are being used in almost all areas of life such as transportation,
communication, scientific research, and education.
• The first commercial computer became operative in 1951 in the U.S Census
Bureau.
• First CAI was made around 1961 when the University of Illinois produced
Programme Logic for Automatic Teaching Operation.

3. CONCEPT
• CAI is an interactive instructional technique whereby a
computer is used to present the instructional material and
monitor the learning that takes place.
• It is a method of instruction in which there is a purposeful
interaction between a learner and the computer (having
useful instructional material as software).

4. • The computer contains a stored instructional
program designed to inform, guide, control, and
test the student until a prescribed level of
proficiency is reached.
• The method of communication is customarily based
on a stimulus-response-feedback signal flow.

5. •It uses a combination of text, graphics, sound, and video in enhancing the
learning process.
•Also, typical CAI provides/does:
1. Text or multimedia content
2. Multiple-choice questions
3. Problems
4. Immediate feedback
5. Notes on incorrect responses
6. Summarize students' performance
7. Exercises for practice
8. Worksheets and tests.

6. DEFINITION
CAI is an interaction between a student, a
computer controlled display, and a response
entry device for the purpose of achieving
educational outcomes.

7. TYPES OF CAI
1. Inquiry mode/Informational CAI: In this CAI, system responds
to student’s inquiry with answers it has stored. Learner gets the
desired information. This provides minimal interaction
between the computer and the learner.
2. Drill or Practice: In this mode, the program leads the learner
through a series of examples to develop dexterity and fluency in
using the skill. All correct responses are reinforced.

8. 3. Tutorial mode: In tutorial, information is presented in small
units followed by a question. The pupil’s response is analysed
by the computer and appropriate feedback is given. The pupils
are allowed to work at their own pace.
4.Gaming mode/educational games: Here, the learner is provided
with a variety of well-designed computer games to provide
intellectual challenge, stimulation of curiosity, and to motivate
the individual learner. This mode may or may not be
instructional, but it is recreational. This mode is especially
meant for young children.

9. 5. Simulation Mode – In this mode, with carefully prepared programmes
students are made to face real or idealized situations which would
provide training for the students. Such types of instructional activities
are powerful learning tools in which the students have an active role and
have to take proper decisions. It is less expensive and less dangerous.
6.Problem Solving Type CAI (Discovery Mode) – Here, the process of
finding the answer to a problem is given more importance than the
answer itself. Such CAI programmes make them think about the ways
and means of solving the problem systematically.

10. 7.Practical Work-Oriented Instruction – CAI
programmes can be used to supplement laboratory and
other practical work. A student can learn about science
experiments before actually performing the experiment
or about those experiments that are dangerous to be
performed in a laboratory.

11. SCOPES OF CAI
• CAI allows every student to move at their own speed. In
classroom, the teachers will be too fast or too slow for
students. In either case, the students will lose interest. CAI
can eliminate this problem. It allows students to study any
subject any time they wish. The normal school with a fixed
timetable does not give this freedom. The computer also gives
special attention to each student, keeps tracks of his or her
difficulties, and is extremely patient.

12. Apart from teaching subjects like mathematics,
CAI can also be used for science experiments
without the student going to a laboratory. In one
such lesson, the screen shows all the items of
apparatus needed for an experiment. The student
has to first assemble the items correctly and make
the set-up on the screen.

13. She does this by touching an item on the screen and
then touching that part of the screen to which she
wants the item to be moved. The screen is sensitive
to touch and the computer shifts the items on the
screen as desired. The screen shows the experiment
in progress. If all goes well, it also shows the results.

14. • Thus, the student learns all about the experiment---
what to do and what not to do.
• The student can be involved in dangerous /
hazardous tasks without any risk.
• Experiments that may take years can be shown in a
few minutes.

15. • CAI is particularly good for subjects like arithmetic,
languages, and computer programming. In one
experiment, a computer was very successful in teaching
three-year-old children the basic skills of reading and
writing.
• Even differently abled children did well in the
computerized classroom.

16. ADVANTAGES OF CAI
• One-to-one interaction
• Individual attention
• Instantaneous response or immediate feedback
• Self pacing---it allows students to proceed at their own pace
• Privacy helps shy and slow learner to learn
• Teacher can devote more time to individual students
• Multimedia helps to understand difficult concepts through
multisensory approach.

17. LIMITATIONS
•The computer fails to appreciate the emotions
of students
•CAI fails to develop essential features of
language competency
•A sort of mechanical approach to education

18. • Some students get more tired in CAI than
conventional study
• Servicing of hardware causes problems
• Highly expensive and uneconomical
• Use of internet may lead to cyber sloth and
plagiarism