Abstract
The aim of this study was to investigate the long-term impact of learning outcomes of elementary school students who received computer-assisted instruction (CAI) in the classroom. The study took place in a school district in the state of Texas during the 2018–2019 school year. Students used a computer-adaptive reading program, Waterford Early Learning (WEL), for up to three years, and all students were tested at the end of second grade on a standardized literacy assessment. Findings indicated that students who used WEL for three years outperformed students who did not use WEL in any year, supporting overall effects of CAI; students who used WEL in kindergarten and first grade outperformed students who did not use WEL in any year at the end of second grade, supporting long-term effects of CAI; and students who used WEL for three years outperformed students who did not use WEL in kindergarten, supporting early effects of CAI. Results by demographics were assessed, and across all groups, students who used CAI outperformed control counterparts in all comparisons. These findings indicate that CAI in the classroom can assist students across demographics in obtaining the necessary literacy skills to thrive academically.
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Shamir, H., Pocklington, D., Yoder, E., Feehan, K., Ortiz-Wood, C. (2022). Long-Term and Early Effects of Computer-Assisted Instruction in Low Socioeconomic Status Students. In: Uskov, V.L., Howlett, R.J., Jain, L.C. (eds) Smart Education and e-Learning - Smart Pedagogy. SEEL-22 2022. Smart Innovation, Systems and Technologies, vol 305. Springer, Singapore. https://doi.org/10.1007/978-981-19-3112-3_7
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