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Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity

The Covid-19 pandemic has led millions of students worldwide to intensify their use of digital education. This massive change is not reflected by the scant scientific research on the effectiveness of methods relying on digital learning compared to other innovative and more popular methods involving...

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Autores principales: Chevalère, Johann, Cazenave, Loreleï, Berthon, Mickaël, Martinez, Ruben, Mazenod, Vincent, Borion, Marie-Claude, Pailler, Delphine, Rocher, Nicolas, Cadet, Rémi, Lenne, Catherine, Maïonchi-Pino, Norbert, Huguet, Pascal
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8577743/
https://www.ncbi.nlm.nih.gov/pubmed/34752504
http://dx.doi.org/10.1371/journal.pone.0259664
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author Chevalère, Johann
Cazenave, Loreleï
Berthon, Mickaël
Martinez, Ruben
Mazenod, Vincent
Borion, Marie-Claude
Pailler, Delphine
Rocher, Nicolas
Cadet, Rémi
Lenne, Catherine
Maïonchi-Pino, Norbert
Huguet, Pascal
author_facet Chevalère, Johann
Cazenave, Loreleï
Berthon, Mickaël
Martinez, Ruben
Mazenod, Vincent
Borion, Marie-Claude
Pailler, Delphine
Rocher, Nicolas
Cadet, Rémi
Lenne, Catherine
Maïonchi-Pino, Norbert
Huguet, Pascal
author_sort Chevalère, Johann
collection PubMed
description The Covid-19 pandemic has led millions of students worldwide to intensify their use of digital education. This massive change is not reflected by the scant scientific research on the effectiveness of methods relying on digital learning compared to other innovative and more popular methods involving face-to-face interactions. Here, we tested the effectiveness of computer-assisted instruction (CAI) in Science and Technology compared to inquiry-based learning (IBL), another modern method which, however, requires students to interact with each other in the classroom. Our research also considered socio-cognitive factors–working memory (WM), socioeconomic status (SES), and academic self-concept (ASC)–known to predict academic performance but usually ignored in research on IBL and CAI. Five hundred and nine middle-school students, a fairly high sample size compared with relevant studies, received either IBL or CAI for a period varying from four to ten weeks prior to the Covid-19 events. After controlling for students’ prior knowledge and socio-cognitive factors, multilevel modelling showed that CAI was more effective than IBL. Although CAI-related benefits were stable across students’ SES and ASC, they were particularly pronounced for those with higher WM capacity. While indicating the need to adapt CAI for students with poorer WM, these findings further justify the use of CAI both in normal times (without excluding other methods) and during pandemic episodes.
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spelling pubmed-85777432021-11-10 Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity Chevalère, Johann Cazenave, Loreleï Berthon, Mickaël Martinez, Ruben Mazenod, Vincent Borion, Marie-Claude Pailler, Delphine Rocher, Nicolas Cadet, Rémi Lenne, Catherine Maïonchi-Pino, Norbert Huguet, Pascal PLoS One Research Article The Covid-19 pandemic has led millions of students worldwide to intensify their use of digital education. This massive change is not reflected by the scant scientific research on the effectiveness of methods relying on digital learning compared to other innovative and more popular methods involving face-to-face interactions. Here, we tested the effectiveness of computer-assisted instruction (CAI) in Science and Technology compared to inquiry-based learning (IBL), another modern method which, however, requires students to interact with each other in the classroom. Our research also considered socio-cognitive factors–working memory (WM), socioeconomic status (SES), and academic self-concept (ASC)–known to predict academic performance but usually ignored in research on IBL and CAI. Five hundred and nine middle-school students, a fairly high sample size compared with relevant studies, received either IBL or CAI for a period varying from four to ten weeks prior to the Covid-19 events. After controlling for students’ prior knowledge and socio-cognitive factors, multilevel modelling showed that CAI was more effective than IBL. Although CAI-related benefits were stable across students’ SES and ASC, they were particularly pronounced for those with higher WM capacity. While indicating the need to adapt CAI for students with poorer WM, these findings further justify the use of CAI both in normal times (without excluding other methods) and during pandemic episodes. Public Library of Science 2021-11-09 /pmc/articles/PMC8577743/ /pubmed/34752504 http://dx.doi.org/10.1371/journal.pone.0259664 Text en © 2021 Chevalère et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Chevalère, Johann
Cazenave, Loreleï
Berthon, Mickaël
Martinez, Ruben
Mazenod, Vincent
Borion, Marie-Claude
Pailler, Delphine
Rocher, Nicolas
Cadet, Rémi
Lenne, Catherine
Maïonchi-Pino, Norbert
Huguet, Pascal
Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity
title Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity
title_full Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity
title_fullStr Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity
title_full_unstemmed Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity
title_short Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity
title_sort computer-assisted instruction versus inquiry-based learning: the importance of working memory capacity
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8577743/
https://www.ncbi.nlm.nih.gov/pubmed/34752504
http://dx.doi.org/10.1371/journal.pone.0259664
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